Towards a research-engaged teaching profession: insider reflections on a collaborative approach to developing teachers in Wales as professional enquirers. Issue 3 (2nd September 2022)

• Record Type: Journal Article
• Authors: Evans, Gareth; Llewellyn, Sally; Lewabe, Jai
• Is Part Of: PRACTICE. Volume 4:Issue 3(2022)
• Page Start: 171
• Page End: 190
• Publication Date: 2022-09-02
• Subjects: Professional enquiry -- professional development -- collaborative enquiry -- practitioner enquiry -- teacher learning -- professional learning; Education -- Study and teaching -- Periodicals; Career development -- Periodicals; Professional education -- Periodicals; 378.013
• DOI: 10.1080/25783858.2022.2109987
• Languages: English
• ISSNs: 2578-3858

Abstract

ABSTRACT: There is a substantial body of literature related to action research in all its various forms. A small contribution to that work within a UK setting, this paper reflects on the early evolution of a state-led initiative designed to develop teachers in Wales as professional enquirers. Launched in 2018 and ongoing at the time of writing, the National Professional Enquiry Project (NPEP) is a genuinely collaborative effort involving schools, universities and the regional education consortia as key delivery partners. Whilst other attempts at building research capacity within the nation's teaching workforce have been made, the project is unique in the Welsh context as it requires different parts of the education system to work in lockstep under the same banner. The paper explores one university's emancipatory approach to professional enquiry, and provides insight into the 'lived experience' from the perspective of lead enquirer, university researcher and regional facilitator. Drawing on its authors' privileged access as active participants, it uses autoethnography to crystalise what is learnt from these experiences into five guiding principles – foundational skills development, stakeholder coherence, dedicated time, professional autonomy and shared vulnerability – upon which a fruitful collaborative approach to developing teachers as professional enquirers should be founded.