Collaborative professional inquiry: A powerful driver for teachers’ development of research-informed practice

Alexander, R. (2020). A dialogic teaching companion. London: Routledge.

Arendt, K., Stark, L., Friedrich, A., Brunken, R., & Stark, R. (2025). Quality of reflections on teaching: Approaches to its measurement and low-threshold promotion. Education Sciences, 15(7), 884.

Baumfield, V., Hall, E., & Wall, K. (2012). Action research in education: Learning through practitioner enquiry (2nd ed.). London: Sage.

Billingsley, B., Nassaji, M., Fraser, S. et al. (2018). A framework for teaching epistemic insight in schools. Research in Science Education, 48, 1115–1131.

Blase, J. & Blase, J. (2000). Effective instructional leadership: Teachers’ perspectives on how principals promote teaching and learning in schools. Journal of Educational Administration 38(2), 130–141.

Boyd, P. & Bloxham, S. (2014). A situative metaphor for teacher learning: the case of university tutors learning to grade student coursework. British Educational Research Journal, 40(2), 337–352.

Boyd, P. & Curtis, L. (2018). Instructional leadership of schools: Dilemmas for professional inquiry in high accountability contexts. In J. Madalińska-Michalak (Ed.), Przywództwo nauczycieli (pp. 330–352). Warszawa: Fundacja Rozwoju Systemu Edukacji.

Boyd, P. (2014). Using ‘modelling’ to improve the coherence of initial teacher education. In P. Boyd, A. Szplit, & Z. Zbróg (Eds.), Teacher educators and teachers as learners: international perspectives (pp. 51–73). Kraków: Libron.

Boyd, P. (2022a). Teachers’ research literacy as research-informed professional judgment. In P. Boyd, A. Szplit, & Z. Zbróg (Eds.), Developing teachers’ research literacy: International perspectives (pp. 17–43). Kraków: Libron.

Boyd, P. (2022b). Teachers developing research-informed practice in the post-truth world. Research in Teacher Education, 12(1), 47–52. Available at: https://www.uel.ac.uk/sites/default/files/rite-may-2022-guest-author-pete-boyd.pdf.

Boyd, P., & White, E. (2017). Teacher and teacher educator professional inquiry in an age of accountability. In P. Boyd, & A. Szplit (Eds.), Teachers and teacher educators learning through inquiry: International perspectives (pp. 123–142). Kraków: Libron.

Boyd, P., Deeks, A., Arnold, H., Campbell, I., Clark, L., Murdock, M., Parker, R., & Stead, R. (2025).

Professional inquiry: promoting deep thinking across the curriculum. One Cumbria Teaching School Hub. Available at: https://insight.cumbria.ac.uk/id/eprint/9196/.

Boyd, P., Hymer, B. & Lockney, K. (2015). Learning teaching: Becoming an inspirational teacher. St. Albans, UK: Critical Publishing.

Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101.

Braun, V., & Clarke, V. (2022). Conceptual and design thinking for thematic analysis. Qualitative Psychology, 9(1), 3–26.

Burn, K., Mutton, T., & Thompson, I. (Eds.). (2022). Practical theorising in teacher education: Holding theory and practice together. London – New York: Routledge.

Cordingley, P., Higgins, S., Greany, T., Buckler, N., Coles-Jordan, D., Crisp, B., Saunders, L., & Coe, R. (2015). Developing great teaching: lessons from the international reviews into effective professional development. Teacher Development Trust. Retrieved fromt: https://tdtrust.org/research/developing-great-teaching/.

Eriksen, A. (2022). The research literacy of professionals: reconciling evidence-based practice and practical wisdom. Professions and Professionalism, 12(3), e4852.

Evans, L. (2008). Professionalism, professionality and the development of education professionals. British Journal of Educational Studies, 56(1), 20–38.

Evans, L. (2014) Leadership for professional development and learning: enhancing our understanding of how teachers develop. Cambridge Journal of Education, 44(2), 179–198.

Furlong, J. (2013). Education – An anatomy of the discipline: Rescuing the university project? London: Routledge.

Glenn, M., Sullivan, B., Roche, M., & McDonagh, C. (2023). Action research for the classroom: A guide to values-based research in practice. Abingdon, Oxon – New York, NY: Routledge.

Hagger, H., & McIntyre, D. (2006). Learning from teachers: realising the potential of school-based teacher education. London: McGraw-Hill.

Heikkilä, M., & Hermansen, H. (2024). Epistemic coherence in teacher education. In: G. Doetjes, V. Domovic, M. Mikkilä-Erdmann, and K. Zaki (Eds.), Coherence in European teacher education (pp. 37–54). Wiesbaden: Springer VS.

Hodkinson, H., & Hodkinson, P. (2005). Improving schoolteachers’ workplace learning. Research Papers in Education, 20(2), 109–131.

Inoue, N. (2011). Zen and the art of neriage: facilitating consensus building in mathematics inquiry lessons through lesson study. Journal of Mathematics Teacher Education, 14, 5–23.

Jansen, S., Knippels, M.P.J. & van Jooligen, W.R. (2021). Lesson study as a research approach: a case study. International Journal for Lesson & Learning Studies 10(3), 286–301.

Jenset, I.S., Hammerness, K., & Klette, K. (2019). Talk about field placement within campus coursework: connecting theory and practice in teacher education. Scandinavian Journal of Educational Research, 63(4), 632–650.

Lipman, M. (1991). Thinking in education. Cambridge: Cambridge University Press.

Loughran, J. & Menter, I. (2019). The essence of being a teacher educator and why it matters. Asia-Pacific Journal of Teacher Education, 47(3), 216–229.

Loughran, J., & Russell, T. (2009). Teaching as a discipline. Teachers and Teaching, 15(2), 183–187.

Maton, K. (2013). Making semantic waves: A key to cumulative knowledge-building. Linguistics and Education 24(1), 8–22.

Maton, K. (2014). Building powerful knowledge: The significance of semantic waves. In E. Rata, and B. Barrett (Eds.), Knowledge and the future of the curriculum: international studies in social realism (pp. 181–197). London: Palgrave Macmillan.

Maton, K. (2020). Semantic waves: context, complexity and academic discourse. In J. R. Martin, K. Maton, and Y. J. Doran (Eds.). Accessing academic discourse (pp. 59–85). London: Routledge.

Oyler, C. (2006). Learning to teach inclusively: Student teachers’ classroom inquiries. New York: Routledge.

Phillips, K. P., Eriksen, A., & Mausethagen, S. (2023). Educational research literacy: philosophical foundations and empirical applications. Professions and Professionalism, 13(2), 1–18.

Priestley, M., Edwards, R., Priestley, A. & Miller, K. (2012). Teacher agency in curriculum making: Agents of change and spaces for manoeuvre. Curriculum Inquiry, 42(2), 191–214.

Proudfoot, K. & Boyd, P. (2024). The instrumental motivation of teachers: Implications of high stakes accountability for professional learning. British Journal of Educational Studies, 72(3), 295–320.

Proudfoot, K. & Boyd, P. (2025). Teachers’ constitutive motivations for professional learning in England’s context of high-stakes accountability. Professional Development in Education, 51(2), 353–367.

Punch, K.F., & Oancea, A. (2018). Introduction to research methods in education (2nd ed.). London: Sage.

Shulman, L. S. (2005). Signature pedagogies in the professions. Daedalus, 134(3), 52–59.

Stenhouse, L. (1975). An introduction to curriculum research and development. London: Heinemann.