Reflecting on change: Whole school collaborative research – opportunities with industry

Professional ownership and management of change One of the recommended long-term strategies to ensure the retention of teachers is to provide engaging and effective continuing professional development programmes (Preston, 2004; Younie, 2006; Davis et al., 2009; Pachler et al., 2011; Leask and Younie, 2013). However, releasing teachers from the classroom to undertake CPD is problematic for senior leadership teams, much as the majority of leaders would like to encourage reflection on practice. Schön (1983) revolutionised traditional ideas about professional learning when he published The Reflective Practitioner: How Professionals Think in Action: I begin with the assumption that competent practitioners usually know more than they can say. They exhibit a kind of knowing in practice, most of which is tacit (…) Indeed practitioners themselves often reveal a capacity for reflection on their intuitive knowing in the midst of action and sometimes use this capacity to cope with the uni