How is teacher research conceptualised, and why does it remain a challenge? A scoping review

This scoping review focuses on the concept of teacher research in primary and secondary education, a practice increasingly acknowledged for its impact on teaching and professional development. Despite teacher research’s recognised advantages, consensus on its definition is lacking, and several barriers hinder teachers’ involvement in research. This review aims at examining how teacher research is conceptualised in the literature, identifying its characteristics, and analysing the factors that affect its implementation. The study adhered to an established methodological framework for conducting scoping reviews and the PRISMA-ScR reporting guidelines. Following a systematic search in three databases, the included publications were synthesised through thematic synthesis and ideal-type analysis. The findings reveal that teacher research is mainly conceived as a situated and reflective activity focused on the immediate improvement of teaching practices. This review offers useful insights to guide future educational policies and support the integration of teacher research into everyday teaching.