Search results for: Devlin Linda

The purpose of this paper is to share how pedagogic practice nurturing an Enquiry Design learning community can support teacher educators, enhancing their research understanding and developing their researcher identity through a socially mediated educative process. The findings of the study indicate how a social constructivist approach to teaching research design can support teacher enquiries focused on a range of issues including developing the nature of reflectivity, enhancing professional learning, emancipating practice, enhancing constructive collaborative discussions, improving problem-solving pedagogy, making judgements about effectiveness of training and supporting affective accreditation.