Evidence suggests that teachers who engage in research are well placed to generate knowledge grounded in classroom practice and use evidence to improve teaching, learning and inclusion (Konstantinou, 2018; Kincheloe, 2012). Research-engaged STEM teachers can help identify barriers to participation, belonging and engagement, particularly for groups currently underrepresented in higher education and STEM careers (Willcox and Tsapalli, 2023). Research also shows that stereotypical views about who can become a scientist or engineer can become established from an early age, influencing learners' aspirations and participation in STEM subjects (Killen, Kaufman and Lukan Raz, 2026).

"STEM Teachers as Researchers", PA4, aimed to equip STEM teachers and trainee teachers with the knowledge, skills and confidence to undertake small-scale research within their own educational settings. Delivered in partnership with Methods@Manchester, the programme introduced participants to research design, ethics, data collection, analysis and dissemination, while providing opportunities for continued peer support and collaboration. By encouraging teachers to investigate questions relating to participation, engagement, belonging and inclusion in STEM education, the activity sought to strengthen evidence-informed practice in schools and contribute to a more diverse and inclusive future STEM and energy research pipeline.

References

1. Konstantinou (2018), The Teacher as Researcher: Making the Case for Research in Schools.
2. Kincheloe (2012), Teachers as Researchers: Qualitative Inquiry as a Path to Empowerment.
3. Willcox & Tsapalli (2023), Cambridge Educational Research Journal.
4. Killen, Kaufman & Lukan Raz (2026).