Analysing teacher professional development through professional dialogue: an investigation into a university–school partnership project on enquiry learning

Abstract

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.