Abstract

Welcome to the second issue of Action Research, where our Learning and Skills Teacher apprentices share their Joint Practice Development projects. Each study reflects a commitment to learner-centred practice, demonstrating how research undertaken in professional contexts can directly shape teaching, learning, and progression in the Further Education and Skills sector.

This issue brings together projects on learner confidence, assessment, and inclusion. From questioning strategies for EAL learners and adaptive teaching approaches, to community wellbeing initiatives, the focus on building confidence and learner voice is clear. Alongside this, research into formative assessment, retrieval practice, and practice assessment documents shows how assessment can move beyond measurement to actively drive engagement and learning.

A further strand of inquiry highlights organisational change, with projects such as workplace passports for neurodiverse learners exploring how educational support can be sustained into employment. Together, these studies underline the sector’s role in fostering equity, wellbeing, and opportunity. Above all, they show the power of practitioner research to reimagine practice and improve outcomes for learners.