Facilitating collaborative reflective inquiry amongst teachers: what do we currently know?
Facilitating collaborative reflective inquiry amongst teachers: what do we currently know?
Collaborative teacher learning is thought to improve teaching practice and student outcomes. Key to such learning is Reflective Professional Inquiry (RPI); seen as vital if practitioners are to engage effectively with new knowledge and ideas. Yet RPI is under-conceptualised and little is known about how to facilitate effective RPI. With this study we engage in a meta-narrative literature review, covering a range of disciplines (including education, medicine, and psychology), in an attempt to fill these knowledge gaps. Findings indicate that there are no existing interventions designed to foster RPI that have been rigorously evaluated. Consequently, there are no approaches that could be employed as part of collaborative teacher learning, with the expectation that practice or student outcomes will subsequently improve.
Collaborative inquiry, Collaborative learning, Professional Learning Networks, Reflective inquiry, Reflective professional inquiry, Teacher professional development
Brown, Chris
42bbe788-54bf-4081-8c18-ead8b554f0fd
Poortman, Cindy
0a1bbdbe-341e-4706-b381-7a5cf1aea59e
Gray, Helen
600c9458-435a-4a73-8859-84bc581c9c2d
Ophoff, Jana Groß
c6eb9bc5-b1b1-4ebf-8d78-218c2e8f4d25
Wharf, Mr. Matthew
c5832672-b957-46b1-901e-bedf6b7b74b5
30 October 2020
Brown, Chris
42bbe788-54bf-4081-8c18-ead8b554f0fd
Poortman, Cindy
0a1bbdbe-341e-4706-b381-7a5cf1aea59e
Gray, Helen
600c9458-435a-4a73-8859-84bc581c9c2d
Ophoff, Jana Groß
c6eb9bc5-b1b1-4ebf-8d78-218c2e8f4d25
Wharf, Mr. Matthew
c5832672-b957-46b1-901e-bedf6b7b74b5
Brown, Chris, Poortman, Cindy, Gray, Helen, Ophoff, Jana Groß and Wharf, Mr. Matthew
(2020)
Facilitating collaborative reflective inquiry amongst teachers: what do we currently know?
International Journal of Educational Research, 105, [101695].
(doi:10.1016/j.ijer.2020.101695).
Abstract
Collaborative teacher learning is thought to improve teaching practice and student outcomes. Key to such learning is Reflective Professional Inquiry (RPI); seen as vital if practitioners are to engage effectively with new knowledge and ideas. Yet RPI is under-conceptualised and little is known about how to facilitate effective RPI. With this study we engage in a meta-narrative literature review, covering a range of disciplines (including education, medicine, and psychology), in an attempt to fill these knowledge gaps. Findings indicate that there are no existing interventions designed to foster RPI that have been rigorously evaluated. Consequently, there are no approaches that could be employed as part of collaborative teacher learning, with the expectation that practice or student outcomes will subsequently improve.
This record has no associated files available for download.
More information
Accepted/In Press date: 19 October 2020
e-pub ahead of print date: 30 October 2020
Published date: 30 October 2020
Keywords:
Collaborative inquiry, Collaborative learning, Professional Learning Networks, Reflective inquiry, Reflective professional inquiry, Teacher professional development
Identifiers
Local EPrints ID: 483878
URI: http://eprints.soton.ac.uk/id/eprint/483878
ISSN: 0883-0355
PURE UUID: 6311c81c-8ca0-4aab-b686-0b1a0659936f
Catalogue record
Date deposited: 07 Nov 2023 18:03
Last modified: 18 Mar 2024 04:16
Export record
Altmetrics
Contributors
Author:
Chris Brown
Author:
Cindy Poortman
Author:
Helen Gray
Author:
Jana Groß Ophoff
Author:
Mr. Matthew Wharf
Download statistics
Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.
View more statistics