What is a 'practitioner-researcher' and what is the significance of this role?

A 'practitioner-researcher' is an individual, like Claire de Saint Martin, who is both a practitioner, such as a teacher, and a researcher. This dual role allows them to investigate real-world challenges, like classroom conflict, from both an academic and practical standpoint. This approach offers a unique perspective, blending hands-on experience with rigorous research methods, leading to deeper understanding and potentially more effective solutions.

What does the term 'implication' mean in the context of this research?

In the context of the research, 'implication' refers to the inherent connection between individuals and the institutions they interact with. Saint Martin, using the framework of institutional analysis pioneered by René Lourau, examined these relationships to understand the dynamics of classroom violence. Understanding 'implication' allowed Saint Martin to explore how individual actions and institutional forces intertwine, contributing to the complex issue of conflict.

What is 'surimplication' and how does it relate to this research?

The term 'surimplication,' as used in Saint Martin's research, denotes a conscious and emotional investment in one's work. While 'implication' highlights the inherent connection between individuals and institutions, 'surimplication' suggests a deeper, more personal engagement. Saint Martin recognized that her dual role as practitioner and researcher could create this 'surimplication,' potentially leading to insightful discoveries but also presenting analytical challenges due to personal biases.

Why is practitioner-led research important or significant?

The significance of practitioner-led research lies in its transformative potential. Saint Martin's research demonstrated that combining practical experience with rigorous research methods can lead to a deeper understanding of complex issues like classroom conflict. This understanding, in turn, can lead to positive changes in the learning environment and school culture. By taking a practitioner-led approach, individuals can directly address the challenges they face and create positive change.

What were the key steps in the research methodology used by Saint Martin?

Saint Martin's methodology involved several key steps. She conducted her research in a CLIS (Classe pour l'Inclusion Scolaire) different from her own to maintain a degree of detachment. She meticulously recorded instances of conflict, conducted interviews with students and teachers to gather diverse perspectives, and prioritized ethical considerations. This included avoiding the term 'violence' to avoid alarming students. The research focused on a specific case, Mathieu, to unravel the factors contributing to classroom conflict and identify the root causes.

Classroom Conflict Transformation

Unraveling Classroom Conflict: How Practitioner-Led Research Can Transform School Culture

Theo Raines in Mind & Education September 2025 • 4 min read.

"Dive into the world of practitioner-research and discover how one teacher's inquiry into classroom violence led to surprising insights and a more harmonious learning environment."

Classroom conflict can be a persistent challenge for educators. While many factors contribute to these disruptions, understanding the underlying dynamics is crucial for creating a positive and productive learning environment. Traditional approaches often focus on individual behavior, but what if the key to unlocking solutions lies in examining the broader institutional context?

Claire de Saint Martin, a specialized teacher in France, embarked on a journey to explore this question. Working with children with mental disabilities in a specialized elementary school class, she experienced firsthand the challenges of classroom violence. Driven by a desire to understand the root causes, she became a 'practitioner-researcher,' investigating the issue from both an academic and practical perspective.

Saint Martin's research, rooted in institutional analysis, offers valuable insights into the complex interplay between individual actions and institutional forces. Her work highlights how a teacher's dual role as practitioner and researcher can lead to transformative changes in school culture.

The Practitioner-Researcher: A Unique Perspective on Classroom Dynamics

Saint Martin's study leverages the theoretical framework of institutional analysis, pioneered by René Lourau. This approach emphasizes that individuals are shaped by the institutions they interact with, and vice versa. By examining the 'implications' – the relationships between individuals and institutions – Saint Martin sought to understand the dynamics of violence within her classroom.

A key aspect of her methodology involved differentiating between 'implication' and 'surimplication.' While implication refers to the inherent connection between individuals and institutions, surimplication denotes a conscious and affective investment in one's work. Saint Martin recognized that her dual role as practitioner and researcher created a unique dynamic, potentially leading to both valuable insights and analytical challenges.

Navigating the Dual Role: Saint Martin acknowledges the potential for her 'expert' practitioner perspective to overshadow her 'novice' researcher stance. To mitigate this, she conducted her research in a CLIS (Classe pour l'Inclusion Scolaire) different from her own, allowing her to observe with a degree of detachment.
Data Collection: Over thirteen half-days, Saint Martin meticulously recorded instances of conflict in the observed CLIS, adopting the role of a non-intrusive researcher. She also conducted interviews with students and teachers to gather diverse perspectives on classroom dynamics.
Ethical Considerations: Saint Martin prioritized ethical considerations, ensuring that her research did not disrupt the learning environment or compromise the well-being of the students. She openly communicated her role as a researcher and avoided using the term 'violence' to prevent alarming the students.

The research focused on a specific case: Mathieu, a student whose behavior and interactions sparked Saint Martin's initial inquiry. By closely observing Mathieu's interactions and the responses of his classmates and teachers, Saint Martin began to unravel the complex web of factors contributing to classroom conflict.

Transforming Practice Through Research: A Path Towards Positive Change

Saint Martin's research underscores the transformative potential of practitioner-led inquiry. By combining her practical experience with rigorous research methods, she gained a deeper understanding of classroom conflict and its underlying causes. This understanding, in turn, led to positive changes in her own classroom and a more harmonious learning environment for her students.

One key takeaway from Saint Martin's work is the importance of considering the institutional context when addressing classroom violence. Rather than solely focusing on individual behaviors, educators should examine the broader school culture, policies, and practices that may contribute to conflict.

Saint Martin's experience highlights the power of teachers to become agents of change in their own schools. By embracing the role of practitioner-researcher, educators can gain valuable insights into the challenges they face and develop innovative solutions that promote a more positive and equitable learning environment for all students.