Developing critical intelligence: tensions in the DfES model for Best Practice Research Scholarship

In September 2000 we began working with 17 secondary teachers on a programme of co-operative teacher research funded by the DfEE (now DfES) Best Practice Research Scholarship (BPRS) scheme. This particular group of mathematics and science teachers were working on various questions about implementing the National Numeracy Strategy at KS3 and integrating Thinking Skills in science lessons. The DfEE's expectations and their evaluation questions as to the role and purpose of such research define a particular model of the research process. This paper explores the tensions inherent in the DfEE model for teacher research and the potential conflict between the development of the teacher as researcher and the need to identify tangible practice outcomes.