Rethinking Educational Practice Through Reflexive Inquiry

1. Rethinking Educational Practice Through Reflexive Inquiry: An Introduction
Nicole Mockler, Judyth Sachs

2. A Self-Reflective Practitioner and a New Definition of Critical Participatory Action Research
Stephen Kemmis

3. Localisation or Globalisation? The Dynamic Variations of Action Research
Bridget Somekh

4. Inquiry-Based Professional Learning in Educational Praxis: Knowing Why, What and How
Petra Ponte, Jan Ax

5. Patterns of Partnership: Student Voice, Intergenerational Learning and Democratic Fellowship
Michael Fielding

6. Cooperation, Collaboration, Challenge: How to Work with the Changing Nature of Educational Audiences in Museums
Lynda Kelly, Pauline Fitzgerald

7. Creating Spaces for Practitioner Research: Strategic Leadership to Create a Third Space for Practitioner Enquiry in an Authentic Professional Learning Community
Greg Elliott

8. The English Masters in Teaching and Learning: A New Arena for Practitioner Inquiry?
John Furlong

9. Becoming and ‘Being’ a Teacher: Understanding Teacher Professional Identity
Nicole Mockler

10. Connecting Inquiry and Professional Learning: Creating the Conditions for Authentic, Sustained Learning
Anne Campbell

11. Skilling or Emancipating? Metaphors for Continuing Teacher Professional Development
Judyth Sachs

12. Towards an Ecology of Teacher Collaboration on Research
Colleen McLaughlin

13. The Insider and Outsider Model of Professional Learning
Jane Hunter, Jane Mitchell

14. Professional Learning in an Across School Network: An Epidemic of Passion?
Kris Needham

15. Extending Connections: Linking Support for Teachers Engaging in and Using Research with What Is Known About Teacher Learning and Development
Philippa Cordingley

16. Changing Teachers’ Work in Australia
Bob Lingard

17. Postscript: Vale Shirley Grundy
Susan Groundwater-Smith

18. A Final Word
Judyth Sachs, Nicole Mockler

Keywords: Education, Teaching and Teacher Education, Educational Policy and Politics