In short
This study explores how practice-based research and sustainable school development interact in Flemish primary education.
The study has two overarching aims:
- It maps the current state of practice-based research through a large-scale survey and focus groups.
- It follows inspiring schools where research leads to sustainable development.
The study examines how teachers define practice-based research, why they engage in it, how they conduct it and how results are used. In doing so, it generates new knowledge about the link between research and school development.
Need and relevance
Many primary schools aim to strengthen their education through practice-based research. However, little is known about how this approach effectively supports sustainable school development in Flanders.
Without clear frameworks, research initiatives often remain fragmented or temporary. Schools lack guidance to embed research structurally in their organisation.
This study addresses that gap. It identifies success factors and challenges and clarifies how practice-based research can drive high-quality primary education.
From approach to impact
This study includes:
- a large-scale survey in Flemish primary schools
- focus groups with teachers and school teams
- in-depth research in schools with strong practice examples
Based on these insights, the study results in:
- an inspiring publication with practical guidance
- evidence-informed recommendations
- testimonial videos that make good practice tangible
The impact goes beyond individual schools. The study strengthens the research culture in primary education and contributes to sustainable school development at system level. It connects knowledge creation with everyday educational practice.
Discover the results of our practical research
Be inspired by the stories of our practical research at school
After an inspection, we set to work step by step and with the entire team
Hilde Van Damme is pedagogical director of kindergarten Sint-Martinus in Lievegem. After an investigation, she first starts working with a core team. Together with Delfien Beekaert, kindergarten teacher, she explains how they set to work. This investigative and step-by-step approach ultimately leads to a new vision shared by the entire school team. Curious about Hilde's best tip?
Start working on the results of the IDP tests every year
Pascal De Dycker is care coordinator of the Priester Poppeschool in Elversele and every year investigates the results of the IDP tests. He investigates how the school scores compared to the reference group and shares the results with the team. A film about how applied research does not always have to be large: even smaller applied research can lead to change in the long term.
In consultation with the entire school team towards a new vision on evaluation
Celine Devaere is a remedial educationalist at De Strandloper, a school for special education in Oostduinkerke. She was given time and space by her management to work out a new vision on evaluation together with the core team. “The whole team was involved,” says Lisa Lepretre, teacher at this school. A practical study in dialogue and cooperation with the entire school team in other words. Curious about the approach of this school?
What recommendations are there to increase the enthusiasm of teachers at Sint-Jozef primary school?
Titania Magerman mapped the job demands (work requirements) and job resources (work-related energy sources) of teachers in this primary school. Based on her research, she formulates recommendations to increase teacher engagement. Curious?
Research realisations and publications
Chapter in book
'More than putting out fires.' The added value of practical research in the context of sustainable school development in primary education.
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