Supporting Educators’ Use of the Frame Shifting Approach to Practitioner Inquiry
Team
Professor Brianna L. Kennedy (Lead)
CenTCS
University of Glasgow
Dr Lauren Boath
CenTCS
University of Glasgow
Professor Amy S. Murphy
Mary Frances Early College of Education
University of Georgia
Abstract
Practitioner inquiry/enquiry is an approach to improving teaching in which teachers collect and use trustworthy evidence to address their problems of practice. The potential of practitioner inquiry to transform practice depends on teachers having certain tools and competencies. The PI’s co-authored book Frame Shifting for Teachers: Developing a Conscious Approach to Solving Persistent Teaching Dilemmas, which was based on previous research and professional development facilitation in the context of a research-practice partnership in the southeastern United States, offers these tools and supports these competencies. In this project, we facilitated three year-long continuing professional development workshops with Glasgow City Council based on the Frame Shifting Approach. We empirically investigated educators’ professional learning and the reported impacts on their practice. This project also featured collaboration with GenAI assistants in data analysis. Outputs included the book, online study guide, Instagram micro learning through the Frame Shifting Instagram account, international conference presentations, and an empirical paper submitted for peer review.
Keywords
Practitioner inquiry/enquiry; professional learning; habits of mind; three domains of teaching