Context: Set in the context of vocational education and training (VET) in England, this paper draws upon data generated from a large national Practitioner Research Programme (PRP) funded by the Education and Training Foundation (ETF) from 2018-2024. Supervised and taught by the University of Sunderland, the PRP provides research training and support for VET practitioners in conducting systematic research into their educational practice in the contexts in which they work. The aim of each PRP project is to identify how aspects of educational practice might be improved and to investigate how such improvements might be realised in practice in the context of each sector-practitioner’s work. Shortcomings and superficialities in contemporary framings of concepts theory and practice in the VET system in England are critically examined. The neglect of other forms of knowledge are discussed with reference to concepts of savoir faire - knowing how make something or do a job well for its own sake and savoir être - knowing how to conduct yourself in a good way in a particular field of vocational practice as well as in wider social and political settings.

Overarching Research Question: Examples from research conducted in the PRP including contributions from literature, are drawn upon to invite critical consideration of the overarching research question of why, the hypothesis of the empiricist-positivist approach underpinning current models of educational change and improvement continues to be so widely supported and promoted by policy professionals, when the evidence to justify its usefulness in improving educational practice is so weak?
Data are drawn from a sample of 12 PRP practitioner-researchers working in continuing vocational education and training (CVET) and teaching across a range of subjects and disciplines the sector in England including, Construction; Aerospace Engineering; Iron Trades; ICT; English Language; the National Health Service (NHS), Fine Art and Photography. This, small-scale, qualitative research study employs reflexive, systematic, thematic analysis to interrogate data derived from several sources in the study including, semi-structured interviews; critical incidents; case studies; extracts from MPhil/PhD theses as well as VET practitioners’ and their students’ accounts of experiences of engaging in the PRP.

Findings and Conclusion A finding of this study is that encouraging and supporting VET practitioners to give themselves permission to be authentic and present in conducting research into their own practice in ways which take context and lived experience seriously, is highly impactful in improving educational practice in context. A second Loosening the strength of the grip of empiricist-positivist methodologies and methods upon models of educational change and improvement, including the anonymous authority of the “sciences” is we argue, difficult but not impossible and in the end well worth the effort.

Word Count: 438

Key Words: Forms of Knowledge; Models of Educational Change and Improvement; Practitioner-Research