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Professional development through teacher enquiry

Author(s): 
Graham Handscomb and John MacBeath

The authors argue the case for teachers to engage in and make use of research. Drawing on their experiences as consultants working in English schools they show how the "research-engaged" school can make an important contribution to self-evaluation, improvement, and the professional learning of staff. Their article explores the powerful contribution teacher enquiry can make to professional learning. An overview of New Zealand teachers' experiences of undertaking research is included to add the New Zealand perspective.

Journal issue: 
Start page: 
40

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