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

References

• Altrichter, H., et al., 2008. Teachers investigate their work: an introduction to action research across the professions. New York: Routledge.
   Google Scholar
• Aubusson, P., Brady, L., and Dinham, S., 2005. Action learning: what works? NSW: NSW Department of Education and Training.
   Google Scholar
• Babkie, A.M. and Provost, M.C., 2004. Teachers as researchers. Intervention in school and clinic, 39 (5), 260–268. doi:10.1177/10534512040390050201
   Web of Science ®Google Scholar
• Baumann, J.F., 1996. Conflict or compatibility in classroom inquiry? One teacher’s struggle to balance teaching and research. Educational researcher, 25 (7), 29–36.
   Google Scholar
• Baumfield, V., Hall, E., and Wall, K., 2012. Action research in education: learning through practitioner enquiry. London: SAGE.
   Google Scholar
• Besio, K., 2020. Autoethnography. In: A. Kobayashi, ed. International encyclopedia of human geography. Amsterdam, Netherlands: Elsevier, 243–247.
   Google Scholar
• Beycioglu, K., Ozer, N., and Ugurlu, C.T., 2010. Teachers’ views on educational research. Teaching and teacher education, 26 (4), 1088–1093. doi:10.1016/j.tate.2009.11.004
   Web of Science ®Google Scholar
• Bickel, W.E. and Hattrup, R.A., 1995. Teachers and researchers in collaboration: reflections on the process. American educational research journal, 32 (1), 35–62. doi:10.3102/00028312032001035
   Web of Science ®Google Scholar
• Biesta, G., 2017. Education, measurement and the professions: reclaiming a space for democratic professionality in education. Educational philosophy and theory, 49 (4), 315–330. doi:10.1080/00131857.2015.1048665
   Web of Science ®Google Scholar
• Bleicher, R.E., 2014. A collaborative action research approach to professional learning. Professional development in education, 40 (5), 802–821. doi:10.1080/19415257.2013.842183
   Google Scholar
• Boyd, P., 2022. Teachers’ research literacy as research-informed professional judgment. In: P. Boyd, A. Szplit, and Z. Zbróg, eds. Developing teachers’ research literacy: international perspectives. Kraków: Wydawnictwo Libron, 17–43.
   Google Scholar
• Brannick, T. and Coghlan, D., 2007. In defense of being “native”: the case for insider academic research. Organizational research methods, 10 (1), 59–74. doi:10.1177/1094428106289253
   Web of Science ®Google Scholar
• Bryant, I., 1986. Action research and reflective practice. In: D. Scott and R. Usher, eds. Understanding educational research. London: Routledge, 106–109.
   Google Scholar
• Calabrese, R., 2006. Building social capital through the use of an appreciative inquiry theoretical perspective in a school and university partnership. International journal of educational management, 20 (6), 173–182.
   Google Scholar
• Carr, W. and Kemmis, S., 1986. Becoming critical: education, knowledge, and action research. revised edition. London: Falmer Press.
   Google Scholar
• Chang, H., 2008. Autoethnography as method. Walnut Creek, CA: Left Coast Press.
   Google Scholar
• Chang, H., 2013. Individual and collaborative autoethnography as method: a social scientist’s perspective. In: S. Holman Jones, T.E. Adams, and C. Ellis, eds. Handbook of autoethnography. Walnut Creek, CA: Left Coast Press, 107–122.
   Google Scholar
• Cochran-Smith, M. and Lytle, S.L., 1992. Communities for teacher research: fringe or forefront? American journal of education, 100 (3), 298–324. doi:10.1086/444019
   Web of Science ®Google Scholar
• Cochran-Smith, M. and Lytle, S.L., 2009. Inquiry as stance: practitioner research in the next generation. New York: Teachers College Press.
   Google Scholar
• Collinson, V., 2012. Leading by learning, learning by leading. Professional development in education, 38 (2), 247–266. doi:10.1080/19415257.2012.657866
   Google Scholar
• Cordingley, P., 2015. The contribution of research to teachers’ professional learning and development. Oxford review of education, 41 (2), 234–252. doi:10.1080/03054985.2015.1020105
   Web of Science ®Google Scholar
• Corey, S.M., 1953. Action research to improve school practice. New York: Teachers’ College, Colombia University.
   Google Scholar
• Corkery, J., et al., 2015. Shared vulnerability in professional learning: growing instructional coaches in a culture of PDS partnership. School-university partnerships, 8 (2), 72–78.
   Google Scholar
• Currin, E., 2019. From rigor to vigor: the past, present, and potential of inquiry as stance. Journal of practitioner research, 4 (1), Article 2. doi:10.5038/2379-9951.4.1.1091
   Google Scholar
• DeLuca, C., et al., 2015. Collaborative inquiry as a professional learning structure for educators: a scoping review. Professional development in education, 41 (4), 640–670. doi:10.1080/19415257.2014.933120
   Web of Science ®Google Scholar
• Denzin, N.K., 2003. Performance ethnography: critical pedagogy and the politics of culture. Thousand, Oaks, CA: Sage.
   Google Scholar
• Donaldson, G., 2015. Successful futures. Cardiff: Welsh Government.
   Google Scholar
• Dunn, R., 2021. Teacher Inquiry: towards a typology of a teacher’s inquiry disposition. Professional development in education, 1–15. doi:10.1080/19415257.2021.1879219
   Web of Science ®Google Scholar
• Easton, L.B., 2008. From professional development to professional learning. The Phi Delta Kappan, 89 (10), 755–761. doi:10.1177/003172170808901014
   Web of Science ®Google Scholar
• Elliott, J., 1991. Action research for educational change. Buckingham: Open University Press.
   Google Scholar
• Ellis, C., 2007. Telling secrets, revealing lives: relational ethics in research with intimate others. Qualitative inquiry, 13 (1), 3–29. doi:10.1177/1077800406294947
   Web of Science ®Google Scholar
• Evans, G., 2021. Back to the future? Reflections on three phases of education policy reform in Wales and their implications for teachers. Journal of educational change. doi:10.1007/s10833-021-09422-6
   Web of Science ®Google Scholar
• Fleming, J., 2018. Recognizing and resolving the challenges of being an insider researcher in work-integrated learning. International journal of work-integrated learning, 19 (3), 311–320.
   Google Scholar
• Fullan, M., 2009. Large-scale reform comes of age. Journal of educational change, 10 (2–3), 101–113. doi:10.1007/s10833-009-9108-z
   Google Scholar
• Gandin, L. and Gomes de Lima, I., 2015. Reconfiguração do trabalho docente: um exame a partir da introdução de programas de intervenção pedagógica. Revista Brasileira de Educação, 20 (62), 663–677. doi:10.1590/S1413-24782015206206
   Google Scholar
• Giroux, H., 2013. Neoliberalism’s war against teachers in dark times. Cultural studies ↔ Critical methodologies, 13 (6), 458–468. doi:10.1177/1532708613503769
   Google Scholar
• Government, W., 2017. Education in Wales: our national mission; action plan 2017–2021. Cardiff: Welsh Government.
   Google Scholar
• Groothuijsen, S.E.A., et al., 2020. Teacher-researchers’ quality concerns for practice-oriented educational research. Research papers in education, 35 (6), 766–787. doi:10.1080/02671522.2019.1633558
   Web of Science ®Google Scholar
• GTCW, 2002. Continuing professional development: an entitlement for all. Cardiff: GTCW.
   Google Scholar
• GTCW, 2005. Professional development framework for teachers in Wales: advice to the Welsh assembly government. Cardiff: GTCW.
   Google Scholar
• Guerrero-Hernández, G.R. and Fernández-Ugalde, R.A., 2020. Teachers as researchers: reflecting on the challenges of research–practice partnerships between school and university in Chile. London review of education, 18 (3), 423–438. doi:10.14324/LRE.18.3.07
   Web of Science ®Google Scholar
• Gurvitch, R., Carson, R.L., and Beale, A., 2008. Being a protégé: an autoethnographic view of three teacher education doctoral programs. Mentoring & tutoring: Partnership in learning, 16 (3), 246–262. doi:10.1080/13611260802231625
   Google Scholar
• Hammersley, M., 2004. Action research: a contradiction in terms? Oxford review of education, 30 (2), 165–181. doi:10.1080/0305498042000215502
   Web of Science ®Google Scholar
• Harding, J., 2019. Qualitative data analysis: from start to finish. 2nd. Los Angeles: Sage.
   Google Scholar
• Harris, A. and Jones, M., 2020. COVID 19 – school leadership in disruptive times. School Leadership & Management, 40 (4), 243–247.
   Web of Science ®Google Scholar
• Helterbran, V.R., 2010. Teacher leadership: overcoming “I am just a teacher syndrome”. Education, 131 (2), 363–371.
   Google Scholar
• Hoover, S. and Achilles, C.M., 1996. Let’s make a deal: collaborating on a full-service school with your community. Thousand Oaks, CA: Corwin.
   Google Scholar
• Hughes, S. and Lewis, H., 2020. Tensions in current curriculum reform and the development of teachers’ professional autonomy. The curriculum journal, 31 (2), 290–302. doi:10.1002/curj.25
   Web of Science ®Google Scholar
• Hulme, R., Cracknell, D., and Owens, A., 2009. Learning in third spaces: developing trans‐professional understanding through practitioner enquiry. Educational action research, 17 (4), 537–550. doi:10.1080/09650790903309391
   Google Scholar
• Jones, K., 2011. Central, local and individual continuing professional development (CPD) priorities: changing policies of CPD in Wales. Professional development in education, 37 (5), 759–776. doi:10.1080/19415257.2011.616089
   Google Scholar
• Kaser, L. and Halbert, J., 2013. Spirals of inquiry for equity and quality. Vancouver: BCPVPA Press.
   Google Scholar
• Kemmis, S., 2006. Participatory action research and the public sphere. Educational action research, 14 (4), 459–476. doi:10.1080/09650790600975593
   Google Scholar
• Kincheloe, J., 2003. Teachers as researchers: qualitative inquiry as a path to empowerment. New York: Routledge.
   Google Scholar
• King, M.B., 2002. Professional development to promote schoolwide inquiry. Teaching and teacher education, 18 (3), 243–257. doi:10.1016/S0742-051X(01)00067-1
   Web of Science ®Google Scholar
• King, F., 2012. Developing and sustaining teachers’ professional learning: a case study of collaborative professional development. A thesis submitted in part fulfilment of the requirements of the University of Lincoln for the degree of doctor of education – educational research and development. Lincoln: Centre for Educational Research and Development, University of Lincoln.
   Google Scholar
• King, M.B. and Newmann, F.M., 2001. Building school capacity through professional development: conceptual and empirical considerations. International journal of educational management, 15 (2), 86–93.
   Google Scholar
• Kirkwood, M. and Christie, D., 2006. The role of teacher research in continuing professional development. British journal of educational studies, 54 (4), 429–448. doi:10.1111/j.1467-8527.2006.00355.x
   Web of Science ®Google Scholar
• Lambirth, A., et al., 2019. Teacher-led professional development through a model of action research, collaboration and facilitation. Professional development in education, 47 (5), 815–833. doi:10.1080/19415257.2019.1685565
   Web of Science ®Google Scholar
• Lapadat, J.C., 2017. Ethics in autoethnography and collaborative autoethnography. Qualitative inquiry, 23 (8), 589–603. doi:10.1177/1077800417704462
   Web of Science ®Google Scholar
• Leeman, Y. and Wardekker, W., 2014. Teacher research and the aims of education. Teachers and teaching, 20 (1), 45–58. doi:10.1080/13540602.2013.848516
   Web of Science ®Google Scholar
• Leitch, R. and Day, C., 2000. Action research and reflective practice: towards a holistic view. Educational action research, 8 (1), 179–193. doi:10.1080/09650790000200108
   Google Scholar
• Lewin, K., 1948. Action research and minority problems. In: W.G. Lewin, ed. Resolving social conflicts: selected papers on group dynamics. New York, London: Harper & Row Publishers, 201–216.
   Google Scholar
• Lieberman, A. and Miller, L., 2004. Teacher leadership. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Malin, J.R. and Hackmann, D.G., 2016. Mentoring as socialization for the educational leadership professoriate: a collaborative autoethnography. Mentoring and tutoring: Partnership in learning, 24 (2), 158–178. doi:10.1080/13611267.2016.1170561
   Web of Science ®Google Scholar
• McNiff, J., 2002. Action research: principles and practice. London: Routledge.
   Google Scholar
• McNiff, J. and Whitehead, J., 2005. Action research for teachers: a practical guide. London: David Fulton Publishers.
   Google Scholar
• Megford, K., 2006. Caught with a fake ID: ethical questions about slippage in autoethnography. Qualitative Inquiry, 12 (5), 853–864. doi:10.1177/1077800406288618
   Web of Science ®Google Scholar
• Mercer, J., 2007. The challenges of insider research in educational institutions: wielding a double‐edged sword and resolving delicate dilemmas. Oxford review of education, 33 (1), 1–17. doi:10.1080/03054980601094651
   Web of Science ®Google Scholar
• Mertler, C.A., 2013. Classroom-based action research: revisiting the process as customizable and meaningful professional development for educators. Journal of pedagogic development, 3 (3), 38–42.
   Google Scholar
• Merton, R., 1972. Insiders and outsiders; A chapter in the sociology of knowledge. American journal of sociology, 78 (July), 9–47. doi:10.1086/225294
   Google Scholar
• Milton, E., et al., 2020. Can schools really provide the learning environment that new teachers need? Complexities and implications for professional learning in Wales. Professional development in education, 1–14. doi:10.1080/19415257.2020.1767177
   Web of Science ®Google Scholar
• Muncey, T., 2005. Doing autoethnography. International journal of qualitative methods, 4 (1), 69–86. doi:10.1177/160940690500400105
   Google Scholar
• Nelson, T.H., Slavit, D., and Deuel, A., 2012. Two dimensions of an inquiry stance toward student learning data. Teachers college record: the voice of scholarship in education, 114 (8), 1–42. doi:10.1177/016146811211400807
   PubMed Web of Science ®Google Scholar
• Noffke, S.E. and Stevenson, R.B., 1995. Educational action research: becoming practically critical. New York: Teachers College Press.
   Google Scholar
• OECD, 2018. Developing schools as learning organisations in Wales. Paris: OECD.
   Google Scholar
• OECD, 2020. Achieving the new curriculum for Wales: OECD education policy perspectives. Paris: OECD.
   Google Scholar
• Opfer, V.D. and Pedder, D., 2011. The lost promise of teacher professional development in England. European journal of teacher education, 34 (1), 3–24. doi:10.1080/02619768.2010.534131
   Web of Science ®Google Scholar
• Peters, J. and Gray, A., 2007. Closing the theory-practice split: students and professors as co-constructors of knowledge. Presented at the Organizational Studies Conference, Crete, Greece.
   Google Scholar
• Pignatelli, F., 2011. Being accountable: why friendship, vulnerability, and forgiveness matter. Schools: Studies in education, 8 (2), 215–230. doi:10.1086/662107
   Google Scholar
• Plummer, K., 2001. The call of life stories in ethnographic research. In: P. Atkinson, et al., eds. Handbook of ethnography. Thousand Oaks, CA: Sage, 395–406.
   Google Scholar
• Poekert, P., 2011. The pedagogy of facilitation: teacher inquiry as professional development in a Florida elementary school. Professional development in education, 37 (1), 19–38. doi:10.1080/19415251003737309
   Google Scholar
• Power, S., Newton, N., and Taylor, C., 2020. ‘Successful futures’ for all in Wales? The challenges of curriculum reform for addressing educational inequalities. The curriculum journal, 31 (2), 317–333. doi:10.1002/curj.39
   Web of Science ®Google Scholar
• Rees, G. and Taylor, C., 2015. Is there a ‘crisis’ in Welsh education? Transactions of the honourable society of cymmrodorion, 2015, 97–113.
   Google Scholar
• Reynolds, D., 2016. Education in Wales: how do we move from troubled and troubling to transformational? Cylchgrawn Addysg Cymru / Wales journal of education, 18 (1), 161–178. doi:10.16922/wje.18.1.10
   Google Scholar
• Riley, T. and Moltzen, R., 2011. Learning by doing: action research to evaluate provisions for gifted and talented students. Kairaranga, 12 (1), 23–31. doi:10.54322/kairaranga.v12i1.154
   Google Scholar
• Rodgers, C., 2002. Voices Inside Schools. Harvard educational review, 72 (2), 230–253. doi:10.17763/haer.72.2.5631743606m15751
   Web of Science ®Google Scholar
• Schmid, J., 2019. Autoethnography: locating the self as standpoint in post-apartheid South Africa. In: S. Laher, ed. Transforming research methods in the social sciences: case studies from South Africa. Johannesburg, South Africa: Wits University Press, 265–279.
   Google Scholar
• Schön, D.A., 1983. The reflective practitioner. New York: Basic Books.
   Google Scholar
• Schön, D.A., 1987. Educating the reflective practitioner: toward a new design for teaching and learning in the professions. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Schulte, A. and Klipfel, L.H., 2016. External influences on an internal process: supporting preservice teacher research. The educational forum, 80 (4), 457–465. doi:10.1080/00131725.2016.1206158
   Web of Science ®Google Scholar
• Sinnema, C., Nieveen, N., and Priestley, M., 2020. Successful futures, successful curriculum: what can Wales learn from international curriculum reforms? The curriculum journal, 31 (2), 181–201. doi:10.1002/curj.17
   Web of Science ®Google Scholar
• Smyth, A. and Holian, R., 2008. Credibility issues in research from within organisations. In: P. Sikes and A. Potts, eds. Researching education from the inside. Investigations from within. New York, NY: Routledge, 33–47.
   Google Scholar
• Sparkes, A.C., 2000. Autoethnography and narratives of self: reflections on criteria in action. Sociology of sport journal, 17 (1), 21–43. doi:10.1123/ssj.17.1.21
   Web of Science ®Google Scholar
• Stenhouse, L., 1975. An introduction to curriculum research and development. London: Heinemann.
   Google Scholar
• Timperley, H., 2008. Teacher professional learning and development. (Educational Practices Series 18). Geneva: UNESCO International Bureau of Education.
   Google Scholar
• Titchen, A., 2004. Helping relationships for practice development: critical companionship. In: B. McCormack, K. Manley, and R. Garbett, eds. Practice development in nursing. Oxford: Blackwell, 148–174.
   Google Scholar
• Trowler, P., 2011. Researching your own institution: Higher education. [Accessed 10 March 2022]. Available from: http://www.bera.ac.uk/resources/researching-your-own-institution-higher-education
   Google Scholar
• Tullis, J.A., 2013. Self and others: ethics in autoethnographic research. In: S.H. Jones, T.E. Adams, and C. Ellis, eds. Handbook of autoethnography. Walnut Creek, CA: Left Coast Press, 244–261.
   Google Scholar
• Vygotsky, L.S., 1978. Mind in society: the development of higher psychological processes. Cambridge, MA: Harvard University Press.
   Google Scholar
• Wall, K., 2018. Building a bridge between pedagogy and methodology: emergent thinking on notions of quality in practitioner enquiry. Scottish educational review, 50 (2), 3–22. doi:10.1163/27730840-05002002
   Google Scholar
• Wall, K. and Hall, E., 2017. The teacher in teacher-practitioner research: three principles of inquiry. In: P. Boyd and A. Szplit, eds. International perspectives: teachers and teacher educators learning through enquiry. Kielce-Krakow: The Jan Kochanowski University, 35–62.
   Google Scholar
• Welsh Government. 2018. The National Approach to Professional Learning. [Accessed 10 December 2021]. Available from: https://gov.wales/national-approach-professional-learning-napl
   Google Scholar
• Wenger, E., McDermott, R., and Snyder, W., 2002. Cultivating communities of practice. Boston, MA: Harvard Business School Press.
   Google Scholar
• Wolcott, H.F., 1999. Ethnography: a way of seeing. Walnut Creek, CA: AltaMira.
   Google Scholar