Improving Schools Through Collaborative Enquiry by David Jackson, Julie McGrane, Hilary Street, Julie Temperley

By David Jackson, Julie McGrane, Hilary Street, Julie Temperley

A part of the enhancing colleges sequence. To be released with a number of different titles during this sequence in April 2005. enhancing faculties via Collaborative studying indicates how university development will be more desirable via motion learn by means of practioners, particularly the place this learn is collaborative in its layout, interpretation, overview and dissemination. The authors convey the contribution to this means of networking inside and among faculties.

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The nature of and understanding about effective CPD is changing with more of the opportunities being site-based and directly linked to school practice and priorities. • Because it is based on a belief that teaching needs to be a researchinformed profession with practitioners being encouraged to relate to and use current research about learning and teaching. • There are proven benefits to practitioners and their pupils of engaging in and with research. These include: the encouragement of more reflective practice; enabling colleagues to engage in a more professional dialogue with each other; and making possible a rigorous discussion of learning and teaching which is based on research evidence.

There is no value in reviving the Julie Andrews curriculum - 'these are few of my favourite things' - where practitioners could teach anything they liked. Rather, practitioners must build a new professionalism, the main components of which are outlined below. , pp. 15-16) Collaborative enquiry: why bother? 27 He goes on to describe practitioners as catalysts of the knowledge society, and identifies the following actions which they will need to take: • • • • • • • • promote deep cognitive learning; learn to teach in ways they were not taught; commit to continuous professional learning; work and learn in collegial teams; treat parents as partners in learning; develop and draw on collective intelligence; build a capacity for change and risk; foster trust in process.

What is collaborative enquiry? • Collaborative enquiry is a particular type of school-based research. The particular characteristics of collaborative enquiry include: practitioners working with other colleagues to research aspects of their practice together to an agreed focus; practitioners drawing on the current knowledge and research base and working with and integrating that with their own knowledge and experience; and practitioners often working with an external colleague from HE who supports the enquiry process.

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