Abstract

Welcome to the third issue of Action Research, showcasing the Joint Practice Development (JPD) projects of our Learning and Skills Teacher apprentices. This edition demonstrates the breadth of practitioner research taking place across education, healthcare, policing, community learning, and industry, with each project responding to authentic challenges through evidence-informed inquiry. A strong thread running throughout the issue is the creation of learning environments that support both cognitive and emotional development. From retrieval practice and learner confidence to emotional intelligence, menopause as a learning barrier, creative curricula, and purposeful learning environments, these studies show how relatively small changes can make a significant difference to learner engagement, inclusion, and professional practice.

Collectively, the projects reinforce the purpose of Joint Practice Development: using research to question existing practice, evaluate meaningful change, and improve outcomes for learners and organisations alike. They demonstrate that effective teaching extends beyond curriculum delivery to encompass wellbeing, belonging, confidence, and reflection. I hope this issue not only celebrates the excellent work of our apprentices but also encourages readers to reflect on their own practice and continue fostering a culture of inquiry, collaboration, and continuous improvement across the sector.