Mapping the concept of practitioner research in physical education and teacher education: a scoping review

This scoping review examined how practitioner research has been conceptualised, studied, and enacted within Physical Education and Physical Education Teacher Education across educational levels and career stages. Guided by PRISMA-ScR guidelines, a systematic search of the literature was conducted, yielding 2,190 records, from which 27 empirical studies, spanning diverse methodological approaches, met the inclusion criteria. Results indicate that practitioner research is understood both as a professional identity and as a developmental approach that integrates reflection, inquiry, and practice. Across contexts, it is portrayed as a flexible framework capable of supporting professional learning and professional growth. However, persistent challenges, including conceptual ambiguities, time constraints, and limited institutional support continue to constrain its enactment. These results highlight the need for clearer conceptual frameworks, stronger collaborative and structurally supported models of practitioner research, and further empirical research to strengthen the research–practice relationship in teacher education.