LAUSR

Abstract In this paper we consider the pedagogic and cultural role of practitioner research (PR) in teacher learning, using a case study approach set in a secondary academy school in the West Midlands of England. We acknowledge teacher learning and its influence on pupils as complex and relational, and that this should encourage more research, not deter or reduce our thinking to false certainties. We note literature that endorses practitioner research, particularly its influence on positive identity shifts and enhanced collegiality. Through in-depth ‘acquaintance interviews’ we gathered data from six members of the Innovation Unit in the school and one senior management leader. The findings suggests that practitioner research helped them live more fulfilled lives at work. They felt PR increased their confidence, expertise and enthusiasm at work. These aspects contributed to a shift in their identities and changed the ways they felt about themselves and how they thought they were seen by others. We also explore participants'' reservations about the role of leadership in teacher learning. Finally we contextualise the rich detail of our interview data with a broader view to establish the importance of and explore connections between collegiality, Macmurray’s notions of the personal and the functional, Illich’s conviviality concept and Dewey’s notion of aesthetic learning experiences. In light of this context, we suggest that practitioner research enriches the working world of teachers, offering an alternative view to some more standardised and standardising CPD programmes.