Towards a research-engaged teaching profession: insider reflections on a collaborative approach to developing teachers in Wales as professional enquirers

ABSTRACT

There is a substantial body of literature related to action research in all its various forms. A small contribution to that work within a UK setting, this paper reflects on the early evolution of a state-led initiative designed to develop teachers in Wales as professional enquirers. Launched in 2018 and ongoing at the time of writing, the National Professional Enquiry Project (NPEP) is a genuinely collaborative effort involving schools, universities and the regional education consortia as key delivery partners. Whilst other attempts at building research capacity within the nation’s teaching workforce have been made, the project is unique in the Welsh context as it requires different parts of the education system to work in lockstep under the same banner. The paper explores one university’s emancipatory approach to professional enquiry, and provides insight into the ‘lived experience’ from the perspective of lead enquirer, university researcher and regional facilitator. Drawing on its authors’ privileged access as active participants, it uses autoethnography to crystalise what is learnt from these experiences into five guiding principles – foundational skills development, stakeholder coherence, dedicated time, professional autonomy and shared vulnerability – upon which a fruitful collaborative approach to developing teachers as professional enquirers should be founded.

KEYWORDS:

• Professional enquiry
• professional development
• collaborative enquiry
• practitioner enquiry
• teacher learning
• professional learning

Disclosure statement

All of the paper’s authors have been funded, via their parent organisations, to participate in the National Professional Enquiry Project. The chief funding organisation is aware of this publication, but had no involvement in its writing.

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.

Additional information

Notes on contributors

Gareth Evans

Gareth Evans is director of education policy and NPEP lead at Yr Athrofa: Centre for Education, University of Wales Trinity Saint David;

Sally Llewellyn

Sally Llewellyn is service manager for Curriculum for Wales and professional learning, Schools and Education Service, Powys County Council. She was formerly lead for research and higher education partnerships in the ERW regional consortium;

Jai Lewabe

Jai Lewabe is lead professional learning practitioner and head of humanities at Cefn Hengoed Community School, Swansea.