Teacher practitioner enquiry: a process for developing teacher learning and practice?

Abstract

This article reports the impact of teachers undertaking practitioner enquiry projects as part of their professional development. This was a longitudinal study situated across five different schools. In considering the impact of teachers undertaking enquiry projects within their own schools, we offer both a framework in terms of a research orientation/impact grid to identify the characteristics of successful projects and an interpretation of why some participants were successful, whereas others were less successful with their projects. The article considers factors faced by teacher-enquirers that may either support or militate against the success of their enquiries. We point to teacher enquiry projects having most impact when (1) the participating teachers carefully problematised the enquiry they wished to undertake, (2) agency, engagement and reflexivity are high thus resulting in double loop learning and (3) where the school has a trusting and supportive culture. This points to an increase in participant professional knowledge and enhancement of practice.