Mayer, S;
(2010)
Designing, building and engaging inquiry-based professional learning communities in schools: A case study of two pilot schools.
In:
Proceedings of the International Congress for School Effectiveness and Improvement 2010.
International Congress for School Effectiveness and Improvement: Kuala Lumpur, Malaysia.
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Abstract
An exploratory case study was carried out to gain insight into teachers’ and schools’ participation in a school-base collaborative inquiry programme. This programme was specifically designed to facilitate the building and engagement of inquiry-based professional learning communities, within which community members conduct collaborative inquiry into their practice. The study draws upon multiple sources of evidence collected and analysed as the study progressed. The understandings drawn from the case study are resonant with our existent understandings of establishing and engaging in practice-based communities and embedding these into the school system. Furthermore, this study suggests facilitating practitioners to undertake and lead collaborative inquiry into their practice, in professional learning communities of their own making, they are empowered to take a lead in directing their schools’ development with confidence. This is because they are informed by the in situ new knowledge they have generated from their research and practice. In addition the impact of collaborative partnership upon school’s development is highlighted.
| Type: | Proceedings paper |
|---|---|
| Title: | Designing, building and engaging inquiry-based professional learning communities in schools: A case study of two pilot schools |
| Event: | International Congress for School Effectiveness and Improvement 2010 |
| Location: | Kuala Lumpur, Malaysia |
| Dates: | 05 - 08 January 2010 |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://www.icsei.net/index.php?id=1129 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Professional Learning Communities, Collaborative Inquiry, Action Research, Evidence-based Practice, Teacher-researcher, Teacher Professional Development, Learningcentered Leadership, School Improvement, School Development. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10053829 |
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