Facilitating collaborative reflective inquiry amongst teachers: What do we currently know?

Chris Brown*, Cindy Poortman, Helen Gray, Jana Groß Ophoff, Mr Matthew Wharf

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

8 Citations (Scopus)
140 Downloads (Pure)


Collaborative teacher learning is thought to improve teaching practice and student outcomes. Key to such learning is Reflective Professional Inquiry (RPI); seen as vital if practitioners are to engage effectively with new knowledge and ideas. Yet RPI is under-conceptualised and little is known about how to facilitate effective RPI. With this study we engage in a meta-narrative literature review, covering a range of disciplines (including education, medicine, and psychology), in an attempt to fill these knowledge gaps. Findings indicate that there are no existing interventions designed to foster RPI that have been rigorously evaluated. Consequently, there are no approaches that could be employed as part of collaborative teacher learning, with the expectation that practice or student outcomes will subsequently improve.

Original languageEnglish
Article number101695
JournalInternational journal of educational research
Early online date30 Oct 2020
Publication statusPublished - Jan 2021


  • Collaborative inquiry
  • Collaborative learning
  • Professional Learning Networks
  • Reflective inquiry
  • Reflective professional inquiry
  • Teacher professional development


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