Search results for: Hall Elaine

This paper explores how a group of engaged, enquiring teachers orient themselves towards research. The evidence discussed in this paper comes from work undertaken by teachers in the Learning to Learn Phase 3 Evaluation. This action research project ran for three years in primary and secondary schools in three clusters across UK. The paper focuses on identifying those aspects of being involved in L2L that support teachers' learning and the way that the teachers themselves understand the impact on their professional development. The findings contribute to our understanding of the role of inquiry and research in schools in supporting professional learning by suggesting how tools and models of working are developed.