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Suggesting you have the ‘right answer’ or silver bullet in teaching practice is not what education research is about, says Sam Jones

Reading one piece of literature is never enough to build a teaching and learning policy on, writes Sam Jones

‘Thinking aloud’ can be a useful way of talking through teaching processes to boost teacher development, says Sam Jones

Practitioner research in FE is about nuance and local context – but we could be more ambitious, says Sam Jones

Teacher learning must be planned in the same way as their students’ is – with appropriate time, scaffolding and support all given proper consideration, writes Sam Jones

Instead of reviewing literature, teachers looking to develop might consider a ‘practice review’, suggests Sam Jones