Problem of Practice vs. Research Problem

Problem of Practice vs. Research Problem: What’s the Difference? A problem of practice and a research problem both describe issues that need closer attention. The purpose the two serve are different. A problem of practice comes from a real problem faced in a professional setting. A research problem highlights an issue that needs to be investigated thoroughly. It is important to understand the difference between the two in the educational field because a practitioner might notice a problem at school, while a researcher is interested in what existing research does not yet explain about that problem. This is why you should know where the two overlap and where they differ makes it easier to develop a focused research project. What Is a Problem of Practice? A problem of practice in education is some persistent issue connected to an educator’s professional setting. It affects the people linked to it, like teachers, students, etc and also affects the way an educational organization operates. Just take an example of a school that has consistently low reading performance among ninth-grade students. If school data confirms the problem and educators are able to investigate factors contributing to it, the issue can become a problem of practice. Problems of practice are common in higher degree achievers, particularly in EdD programs. The participants are told to examine challenges within their own professional environments and use research to support improvement. Experts have claimed that these problems mostly develop from real-world difficulties and professional dilemmas experienced by practitioners. What Is a Research Problem? A research problem can be an issue or any unanswered question. It can also be an inconsistency or gap in knowledge that a study aims to investigate. Research problems can be from existing academic literature, previous research findings, conflicting results, etc. A research problem requires a need for greater understanding of a particular issue. The research problem gives the study a scholarly reason for being conducted. Just an example to help you understand: research can show that teacher mentoring can improve retention, but there might be limited evidence that can explain which mentoring practices are most effective for first-year teachers in rural school districts. That gap could form the basis of a research problem. The emphasis is not merely that teacher turnover exists. The research problem is the lack of sufficient knowledge about a particular aspect of teacher retention. Problem of Practice vs. Research Problem The easiest way to distinguish them is to consider where the problem comes from and what needs to be done with it. Problem of Practice Research Problem Comes from a real professional setting Comes from a gap, issue, or unanswered question in knowledge Focuses on improving practice or outcomes Focuses on generating or extending knowledge Usually relates to a specific context Addresses a broader population or context Often begins with a practitioner-observed concern Often develops through literature and previous research Common in practice-focused EdD work Common across academic research, including PhD studies The two can overlap. A real problem in a school may reveal a question that existing research has not adequately answered. That question can then become part of the research problem. Example of a Problem of Practice and Research Problem Suppose there is a school district that has a high turnover among early-career teachers. The problem of practice in this case can be: The ABC district has experienced high turnover among teachers during their first three years of employment, which has created staffing problems and disrupted instructional continuity. This statement focuses on a real problem within a specific organization.  A research problem related to this can be: Existing research has found several factors associated with early-career teacher retention, but less is known about how specific mentoring practices influence retention among first-year teachers in rural school districts. The two are connected, but they ask different things. The first highlights a problem that the district needs to address. The second identifies something that needs to be investigated through research. How Does a Problem of Practice Become a Research Problem? A problem of practice does not automatically become a research problem. It needs to be examined more closely. The problem should be defined in its actual setting, and evidence is monitored to study whether the issue really exists or not. Next comes reviewing relevant research. This can show what students already know about the issue and where there are uncertainties and gaps. Suppose a school where student absenteeism is unusually high. The problem of practice is the attendance issue affecting that school. After reviewing research, educators may discover that there is limited evidence about how transportation barriers influence chronic absenteeism among students in that particular community. That knowledge gap here provides a basis for a research problem. The process therefore moves from what is happening in practice to what needs to be understood through research. What Is the Difference Between a Research Problem and a Research Question? A research problem should also be distinguished from a research question. The research problem explains why the study is needed. The research questionstates what the researcher wants to find out. For example: Research problem:There are limited evidence about the mentoring practices that can prove in improving retention among first-year teachers in rural schools. Research question:Which mentoring practices are associated with higher retention among first-year teachers in rural schools? The research question gives the study a specific direction to follow while the research problem establishes the need for the investigation. Which One Should You Start With? The starting point depends on the type of work being conducted. An education professional working on a school improvement project may begin with a problem of practice. The issue is rooted in a real setting and requires a better understanding of what is happening and how it might be improved. A researcher conducting a traditional academic study begin with a research problem identified through any source, or an unresolved question. In practice-focused doctoral work, the two can work together. Some EdD programs explicitly ask students to identify a problem