This chapter explores the development of a practitioner researcher identity through my first steps of researching, and how that subsequently has shaped my practice and pedagogy, leading to further PhD study. Whilst coordinating a Skills for Life initiative at a large inner-city probation office, through an Offenders’ Learning and Skills Service (OLASS) partnership, I had the opportunity to complete a small-scale project into practice. The aim of the study was to develop an understanding of everyday writing and its effectiveness with a small group of adult literacy learners. I had formed a hypothesis that learners struggled to advance their writing due to incomplete sentence use, and began to explore a wider understanding of the difficulty of moving learning (skills, knowledge and abilities) between different domains (such as home, study and work). An analysis of their writing showed learners used complex grammatical techniques and were able to represent their experiences well, but learners demonstrated particular anxiety around spelling and punctuation. Furthermore, my own understanding deepened, recognising writing as part of a learner's identity as well as a tool for change. I explore how this understanding began to shape my practice and pedagogy and to inform my future PhD study. © 2025 selection and editorial matter, Kerry Scattergood and Samantha Jones; individual chapters, the contributors. All rights reserved.
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