Living educational theory research as values-led continual professional development

This paper presents a conceptual and integrative review of Living Educational Theory Research (LETR) as a values-led form of continual professional development for teachers and teacher educators. Drawing on published living-educational-theories, peer-reviewed practitioner accounts, and doctoral studies conducted in diverse cultural and professional contexts, the paper examines how LETR has been used to support professional learning, strengthen the alignment between values and practice, and enable educators to contribute practitioner-generated knowledge to the field. While retaining the moral purpose that characterises LETR, claims are carefully qualified and grounded in the literature reviewed. Rather than reporting original empirical research, the paper synthesises recurring methodological commitments, standards of judgement, and educational contributions associated with LETR, alongside acknowledged challenges and limitations. It argues that LETR offers a coherent, ethically grounded framework through which teachers and teacher educators can research and improve the educational influence of their practice, while participating responsibly in wider professional and scholarly discourse.