Putting teacher professional judgement to work

Abstract

The article focuses upon the process of facilitating practitioner research under the auspices of the Australian National Schools Network (NSN). It gives an account of the ways in which clusters of schools enquire together to investigate teachers' work organisation and its impact upon student learning. The article argues that such facilitated practitioner research acts to affirm teacher professional judgement, and can be strategic in developing and informing policy both within and beyond the schools which are involved. The article concludes that the learning arising from the research process is reciprocal in that it leads to enhanced insights for school- based practitioners and those working in the academic sector.