1. plan do review Teachers’ reflective professional practice

2. “Research as systematic enquiry made public”
Lawrence Stenhouse (1975: 142):
“Research as systematic enquiry made public”

3. Systematic collection of evidence
Teachers’ professional learning through practitioner enquiry
Make public
plan do
review
Systematic collection of evidence

4. Concept of the ‘sweetshop’ of approaches

5. Qualitative and quantitative Pedagogic and methodologic origins
18 tools
Qualitative and quantitative
Pedagogic and methodologic origins
To use and adapt
Confidence it answers YOUR question

6. Metacognition: reflective and strategic thinking (Moseley et al. 2005)
Looking back on what I have learned. How did I learn it? What processes did I use? What was successful? What was not? What knowledge and skills have I achieved?
Looking forward to what I need/ want to learn. What will I do next? How could I learn it? What (cognitive) strategies could I use? What knowledge/ skills do I have and could apply?
Reflective
Strategic

7. Practitioner enquiry as a scaffold for sharing and hearing teachers’ metacognitive narrative
Reflective
Strategic
Teachers who are metacognitively aware are more likely to be metacognitive with their students

8. An ethical prerogative for practitioner enquiry:
To try to better understand practice
To strive to improve
To have an informed voice
To articulate thinking about teaching and learning
To take calculated risks
To model enquiry-based learning
To link your professional learning to your students’ learning
To have professional courage