The Professional Status of Educational Research: Professionalism and Developmentalism in Twenty-First-Century Working Life

Abstract

‘How helpful and how necessary is it for at least some of us to see ourselves as professional educational researchers?’ asked Donald McIntyre in his 1996 presidential address to the British Educational Research Association. Still pertinent to consideration of the direction in which the British educational research community ought to focus its development, this question is revisited through examination of whether or not educational research is a profession. Located within a sociological framework, the paper first examines some of the earliest work that established the sociology of professions as a field of study. It then compares this with recent work in the field, before considering whether or not – against the various criteria for professional status that these studies identify – educational research(ing) may be categorised as a profession. Using Noordegraaf’s three categories, the case is examined for considering educational research(ing) as a ‘pure’, a ‘hybrid’ or a ‘situated’ profession. The conclusion is that it represents none of these, but that, within the context of twenty-first-century working life, this is less important than the need for educational research to embrace a culture of developmentalism.