‘The self-improving primary school’: understanding and approaching teacher inquiry: a pilot study

Abstract

This paper examines how one primary school in the East Midlands region has worked to establish a culture of teacher-led, evidence-based teacher inquiry. It reports on a pilot year of research when the senior leadership team (SLT) decided to implement a strategic focus on evidence-based teaching, which would generate their own school knowledge, equip teachers to take more responsibility for their own teaching and professional development and to broaden their local and national networks. The SLT led the inquiry process using various initiatives as suggested vehicles for inquiry with the aim of galvanising teaching staff into making changes to their pedagogical approaches. Working with a local HEI academic as supporter of this process and advisor to the Head teacher, appropriate practice-based methodologies were deployed, trialled, role-modelled and evaluated by the SLT. A local HEI academic advised the SLT on the implementation of this approach, which was followed up by a small scale piece of research and evaluation to further inform the evidence base.