Teachers reflective professional practice view planreview do Elaine

Teachers’ reflective professional practice view planreview do Elaine. Hall@Northumbria. ac. uk planreview do pl do Kate. Wall@Strath. ac. uk

Lawrence Stenhouse (1975: 142): “Research as systematic enquiry made public” Elaine. Hall@Northumbria. ac. uk Kate. Wall@Strath. ac. uk

Teachers’ professional learning through practitioner enquiry Make view public planreview atic m f te Sys ction o e coll idence ev do Elaine. Hall@Northumbria. ac. uk planreview do pla do Kate. Wall@Strath. ac. uk

Concept of the ‘sweetshop’ of approaches Elaine. Hall@Northumbria. ac. uk Kate. Wall@Strath. ac. uk

• 18 tools • Qualitative and quantitative • Pedagogic and methodologic origins • To use and adapt • Confidence it answers YOUR question Elaine. Hall@Northumbria. ac. uk Kate. Wall@Strath. ac. uk

Metacognition: reflective and strategic thinking (Moseley et al. 2005) Reflective Looking back on what I have learned. How did I learn it? What processes did I use? What was successful? What was not? What knowledge and skills have I achieved? Elaine. Hall@Northumbria. ac. uk Strategic Looking forward to what I need/ want to learn. What will I do next? How could I learn it? What (cognitive) strategies could I use? What knowledge/ skills do I have and could apply? Kate. Wall@Strath. ac. uk

Practitioner enquiry as a scaffold for sharing and hearing teachers’ metacognitive narrative Reflective Strategic Reflective Strategic Teachers who are metacognitively aware more likely to be metacognitive with their students Elaine. Hall@Northumbria. ac. uk Kate. Wall@Strath. ac. uk

An ethical prerogative for practitioner enquiry: Elaine. Hall@Northumbria. ac. uk To try to better understand practice To take calculated risks To strive to improve To have an informed voice To articulate thinking about teaching and learning To model enquirybased learning To link your professional learning to your students’ learning To have professional courage Kate. Wall@Strath. ac. uk