Pedagogical Inquiry projects

Providing educators with authentic purpose and context for their professional learning

What is a Pedagogical Inquiry Project?

The most effective and innovative educators are researchers in their own site. They research their children. They research their pedagogy. Their research leads to new insights, to deepening their personal theories of learning and most importantly, to stronger teaching and learning outcomes for children.

Pedagogical Inquiry Projects provide educators with authentic purpose and context for their professional learning. Through research learning with the children they work with, they also learn about themselves as educators and about broader pedagogical issues. Teachers find these projects very motivating as they are concerned with their context ‘right now’ and not only with a hypothetical group of learners. 

Pedagogical Inquiry Projects are often small in scale but large in learning for the educators involved. When combined with collaborative professional learning structures, they also lead to new understandings, shared practice and a strong professional culture for the whole learning community. 

The team at Lisa Burman Consultants has mentored educators involved in many various Pedagogical Inquiry Projects.  The following are only examples, as the focus must come from the teacher-researchers themselves and be something that has sparked their curiosity or niggled at their ideas about teaching and learning.  Our team does not lead academic research, but guides a process of deep reflection and theory-building.  We balance support with challenge through reflective questioning, analysis of data collected by teachers in their learning environments and critical reflection on professional reading. 

Lisa and other members of the consulting team have mentored Teacher Inquiry Projects such as:

What pedagogical practices will help children in their first year of school build a positive image of themselves as writers?
Can we see the child’s view of the world through their use of digital cameras and the creation of visual texts?
Do we expect children to change as they enter the schooling system or do we change in response to them?
How do Story Tables support the language acquisition in English Language Learners?
How can imaginative play develop children’s vocabulary?
How does thinking aloud during modelled writing lessons impact on children’s use of specific writing crafting techniques?
What impact does changing the physical learning environment have on children’s attention and interactions?
Will changing “morning talks” to small group sharing circles impact positively on children’s oral language development?

Thank you, Lisa, for the amazing impact you have had on our school over the past few years. The teachers and children have benefited so much from the wonderful child-centred approach you advocate. You make an important difference in the lives of our readers and writers every day through our teachers. We are looking forward to continuing to learn with you.

Megan Fyffe, Literacy Coordinator, St Paul Lutheran School, Blair Athol, SA

0411 260 972


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(c) Lisa Burman 2019 | Site by MJS