Abstract

Vocational education and training (VET) systems differ internationally regarding how practitioners are required to hold qualifications to teach, or undertake continuing professional development. Few require the undertaking of research into professional practice, although in some cases there are strategies to encourage and enhance this. This article provides an insight into how vocational practitioners in England have been encouraged to examine their professional practice through two initiatives: a research network and an HE-supported practitioner-research programme. Both have attempted to create systematic, collaborative approaches to changing and improving professional practice by placing the practitioner at the heart of their activities. The challenges of supporting such initiatives are examined in the context of the increasing demands placed upon practitioners as VET is directed to meet economic goals of many nation states.