Although extensive research has been carried out on university–school partnerships, there is a lack of evidence and discussion about how universities or external parties may promote professional development through professional dialogue in schools. Based on a two-year university–school partnership project on enquiry learning, this study aims at empowering teachers to cultivate students’ ability in enquiry learning through professional dialogue. The ﬁndings show that the university support team created the fundamental basis for professional dialogue by conveying information regarding enquiry learning, introducing new pedagogies, conducting lesson observations and reviewing school-based teaching materials. In addition, the support team sustained the dialogue by promoting collaborative work, including analysing students’ assignments and conﬁguring ways to address diverse student needs with the teachers. Through professional dialogue, the teachers in this study were able to familiarise themselves with enquiry learning and gain conﬁdence in adopting new pedagogies to facilitate student learning. Copyright © 2012 Taylor & Francis Group, an informa business.
CitationCheng, M. M. H., & So, W. W. M. (2012). Analysing teacher professional development through professional dialogue: An investigation into a university–school partnership project on enquiry learning. Journal of Education for Teaching, 38(3), 323-341.
- Teacher professional development
- Professional dialogue
- University–school partnership
- Enquiry learning