Teacher-Led Inquiry in School Learning Environments: Setting the Context

Abstract

Teacher-led inquiry in school learning environments is the critical and systematic analysis of pedagogical practice in flexible and agile learning environments that teachers undertake as researchers of their own practice. It is an iterative approach, combining theory and practice, operates over reasonably short time spans and involves substantial collaboration and participation amongst peers. Akin to action research, it works most effectively when it is combined with evidence on what works (and what works well) and what does not, specifically as it relates to student learning outcomes. In this introductory chapter, the authors synthesize scholarly research to set the context for teacher-led inquiry in school learning environments. The authors discuss the challenges and opportunities for schools and educators embarking on evidence-based teacher-led inquiry as a powerful form of professional learning for contemporary teachers.

Citation

Mahat, M. and Bradbeer, C. (2024), "Teacher-Led Inquiry in School Learning Environments: Setting the Context", Mahat, M. and Bradbeer, C. (Ed.) Teacher-led Inquiry in School Learning Environments (Linking Theory and Practice in Learning Environments), Emerald Publishing Limited, Leeds, pp. 1-10. https://doi.org/10.1108/978-1-83797-216-620241001