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    Developing through reflection and collaborative enquiry

    Woodfine, Corinne ORCID logoORCID: https://orcid.org/0000-0002-4340-9135, Meanwell, Karen, Ryan-Atkin, Helen, Hulme, Moira ORCID logoORCID: https://orcid.org/0000-0002-4095-3880, Aitken, Reihana and Rivers, Rachael (2021) Developing through reflection and collaborative enquiry. In: Mastering Teaching: Thriving as an Early Career Teacher. McGraw Hill. ISBN 9780335250356

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    Professionalism in teaching is not a status ascribed on qualifying to teach, but a dynamic process of action, reflection, enquiry and experimentation. This chapter identifies critical reflection and collaborative enquiry as core tenets of professionalism in teaching. We acknowledge that professional learning is most effective when it addresses the specific needs of teachers and the pupils they teach (i.e. grows from locally identified priorities), is undertaken in situ (within the context of practice), and is sustained over time (at least two terms for bespoke Continuing Professional Development). The frameworks and strategies outlined in this chapter are intended to support your development as a learning professional in school. The chapter is structured in two sections. First, we revisit the crucial role of reflection for professional learning drawing on examples from primary teachers at different stages of their professional learning journey. Cycles of reflection are used to illustrate the process of iterative professional learning. Second, we address the importance of collaboration using four examples of collaborative professional learning used in primary and secondary schools, and across clusters of schools: guided viewing of video, lesson study, learning rounds, and collaborative curriculum enquiry. The chapter concludes by drawing key themes together to help you plan for professional growth through the early career stage.

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