Adopting an ‘enquiry as a way of being’ approach to embed a culture of research and evidence-informed professional learning and practice in schools

8 min read
ALEX MORGAN AND EMMAJANE MILTON, CARDIFF UNIVERSITY, SCHOOL OF SOCIAL SCIENCES, UK LISA MULLANE, MARK WALKER AND WIL HOWLETT, ALBANY ROAD PRIMARY SCHOOL, UK Introduction This article aims to communicate experiences of using enquiry to support meaningful professional learning in a primary school in Wales, the culture that this supported and perceptions of its ongoing legacy. Three authors are teachers and leaders who experienced this approach in their school; therefore, this article reflects their views and experiences. They worked in partnership over one year with the other two authors (teacher educators), whose understandings of enquiry for professional learning had been developed through working in many settings over the last decade. What this article does not do is outline and unpack the bespoke and tailored programme undertaken in this school, which aligned with an educative case-making approach (see Morgan and Milton, 2022). The programme designed for this school was under

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