Abstract

This chapter explores the importance of developing practitioner research skills in trainee teachers. It argues that engaging trainee teachers in research at the micro (classroom) and meso (school) levels cultivates a questioning approach and research literacy. This prepares them to make evidence-informed decisions and contribute to a self-improving education system. Fostering a practitioner researcher identity in teachers bridges the gap between theory and practice, enabling them to apply research findings contextually and develop their teaching.