Although professional development is a primary aim of teacher research, published studies tend to foreground research findings. This study focused on professional development outcomes of two collaborative exploratory practice projects. Using narrative inquiry as a tool for reflection, the participants identified turning points in the projects that led to professional development. In addition to learning about teaching, learners and research, developments related to working with others and the professional development process were identified as outcomes that have not previously been emphasised in the literature on teacher research. It is suggested that these professional development outcomes may be specific to exploratory practice and narrative inquiry, as flexible approaches to teacher research that are focused on understanding.
|Number of pages||17|
|Journal||English Australia Journal|
|Publication status||Published - Apr 2018|