The General Teaching Council for Scotland

Critical considerations

The following ten critical considerations are issues/contextual factors that must be considered and planned/accounted for when planning and engaging in practitioner enquiry. These critical considerations emerged from the research with schools. They were significant factors common to all schools and individuals engaging in practitioner enquiry. These factors influenced and impacted on how worthwhile and successful, or not, the enquiry approaches and projects were.

The ten critical considerations are necessarily interrelated and interdependent on each other. Outlined in the visual below are some of the particular points worth emphasising and giving specific attention to when planning and engaging in practitioner enquiry. To understand more about the critical considerations of Practitioner Enquiry, select each of the sections on the wheel below:

What and why of practitioner enquiry
Callout picture'Finding out' and the transformative possibility of engaging in Practitioner Enquiry.
Skills and Knowledge
Callout pictureBuilding capability in enquiry skills
Callout pictureWhen individuals deeply question what they are doing and what they know it is often difficult and 'uncomfortable'
Callout pictureChallenging assumptions and practice
Content, subject and pedagogical knowledge input
Callout pictureOpen up current knowledge and understanding to scrutiny and questioning
Structures and support
Callout pictureNeeds to be flexible and responsive but within the limits of the system
Expert other/External partners
Callout pictureWhose knowledge and expertise can you draw on?
Callout pictureWhat are the current thrusts of policy? How does this relate to your enquiry?
Callout picture'Walk the talk', legitimise Practitioner Enquiry by valuing, supporting and giving time
Culture and ethos
Callout pictureA culture that is collaborative, trustful, questioning
Practitioner Enquiry Considerations

University of Edinburgh

Education Scotland