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ERIC Number: EJ855605
Record Type: Journal
Publication Date: 2009-Sep
Pages: 18
Abstractor: As Provided
Reference Count: 33
ISSN: ISSN-0958-5176
Educational Reform, Enquiry-Based Learning and the Re-Professionalisation of Teachers
Williamson, Ben; Morgan, John
Curriculum Journal, v20 n3 p287-304 Sep 2009
This article explores the implications for teacher education and continuous professional development (CPD) of enquiry-based learning, by drawing specifically on data collected during a four-year curriculum development and research project, Enquiring Minds (2005-9). Within the partnership approach to curriculum design endorsed by the project, teachers need to demonstrate commitment to the personal narratives of those they teach. Participating teachers have experienced this shift in their practice as a challenge both to their established routines and to their own professional narratives. Furthermore, it has become evident that adopting enquiry-based practices is at least partly influenced by teachers' own narrative pathways and professional biographies. In particular, some teachers have interpreted their renewed role as preparing children for a "high skills" new media age, while others have developed a more child-centred focus that draws on their own prior experiences of informal youth work and volunteering. The focus will therefore be on teacher re-professionalisation in the context of enquiry learning as well as in a policy context where child-centred "enquiry-based learning" and a "high skills" economy are in a taut relationship.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom