One of the most impactful questions I have ever heard at a conference came in the form of two simple words: ‘So what?’ The question perfectly illustrated the position of many educators who feel that a lot of research is decontextualized and detached from the problems and realities of their practice (Rose & McKinley, 2017). One way of bridging this perceived gap between research and practice is for in-service teachers to conduct their own practitioner-research.

Despite the benefits associated with engaging in practitioner-research, there are numerous factors that prevent teachers from doing so, including the perceived difficulty. In order to address these issues, this presentation outlines a 13-step cycle (adapted from Bury, 2023) that can be followed to actively conduct research in classroom contexts. It is hoped that the procedure introduced in this cycle will enable teachers’ confidence in conducting research and sharing their findings to grow, leading to valuable, practical insights being gained.