Facilitating collaborative reflective inquiry amongst teachers: what do we currently know?

Brown, C.; Poortman, C.; Gray, H; Gross-Ophoff, J.; Wharf, M.

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.

Citation

Brown, C., Poortman, C., Gray, H., Gross-Ophoff, J., & Wharf, M. (2021). Facilitating collaborative reflective inquiry amongst teachers: what do we currently know?. International Journal of Educational Research, 105, Article 101695. https://doi.org/10.1016/j.ijer.2020.101695

• Journal Article Type: Article
• Acceptance Date: Oct 19, 2020
• Online Publication Date: Oct 30, 2020
• Publication Date: 2021
• Deposit Date: Oct 19, 2020
• Publicly Available Date: Apr 30, 2022
• Journal: International Journal of Educational Research
• Print ISSN: 0883-0355
• Electronic ISSN: 1873-538X
• Publisher: Elsevier
• Peer Reviewed: Peer Reviewed
• Volume: 105
• Article Number: 101695
• DOI: https://doi.org/10.1016/j.ijer.2020.101695
• Public URL: https://durham-repository.worktribe.com/output/1253758