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Practitioner research is considered an integral form of professional learning for teachers but in its implementation it will often encounter significant challenges. This qualitative comparative case-study of teachers in Singapore and NSW investigated the range of challenges they encountered during their work as practitioner researchers. The study employs Schatzki's practice theory to analyse the impact of practitioner research on the existing practice architectures of schools. A total of 42doi:10.14221/ajte.2016v41n2.8 fatcat:imiacurofbghriw5vwak5zhuj4