How does one become a researcher in geography education?

There is a distinction between engaging in research and being a researcher. Although practitioner research has been widely supported, it has been understood as producing different types of research findings from that of the academic researcher. In England, much of the published research in geography education is conducted by academics or educational professionals, but this is often under-resourced. In this paper, I argue that there is an opportunity to recognise the growing contribution of practitioner research in geography education. Although practitioner research is often located in a unique context, with adequate research training, individual researchers can ensure that their research makes a significant contribution to the field of geography education.