We are three members of a Special Interest Group (SIG) of teachers in Japan that has long been committed to writing and publishing for inclusive practitioner research about learner development. In the last several years, we have worked together with others on initiating, promoting, and sustaining the Learner Development Journal (LDJ), a new journal of practitioner research (PR) that explores different issues and themes to do with learner development. In this article, we initially consider the relationships between PR, writing, and publishing. Because PR differs fundamentally from academic research, writing about PR entails not only a rejection of traditional forms of academic writing, but also a quest for different forms of writing that prioritize the practitioner’s voice and experience, and include the voices and experiences of learners. We then re-examine the evolving practices and processes of the LDJ and reflect on how PR writing has developed in our local context so that practitioner-researchers can write about their practices and inquiries in alternative, practitioner-friendly ways. We conclude with a proposal for the importance of personalized, reflective writing for PR before raising some of the broader, unresolved questions we continue to face in writing about and publishing inclusive practitioner research.

中文翻译：

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为包容性从业者研究撰写和出版：当地实践和更广泛的问题

我们是日本教师特别兴趣小组 (SIG) 的三名成员，该小组长期以来致力于撰写和出版有关学习者发展的包容性实践研究。在过去的几年中，我们与其他人合作发起、推广和维持《学习者发展期刊》(LDJ)，这是一本新的从业者研究 (PR) 期刊，探讨与学习者发展有关的不同问题和主题。在本文中，我们首先考虑公关、写作和出版之间的关系。由于公关与学术研究有着根本的不同，因此有关公关的写作不仅需要拒绝传统的学术写作形式，而且还需要寻求不同的写作形式，优先考虑从业者的声音和经验，并包括学习者的声音和经验。然后，我们重新审视 LDJ 不断发展的实践和流程，并反思公关写作在我们当地背景下的发展情况，以便从业者-研究人员能够以另类、对从业者友好的方式撰写他们的实践和调查。最后，我们提出了个性化、反思性写作对公关的重要性的建议，然后提出了我们在撰写和出版包容性从业者研究时继续面临的一些更广泛的、未解决的问题。