Summary: <p>2023 Teaching Excellence Program (TEP) Master Teacher, Christopher Hudson, is joined by educational thought leader, Professor Amanda Berry, from RMIT University. </p> <p>In this episode Chris and Amanda delve into the power of teachers engaging in practitioner inquiry, both individually and collectively. They unpack self-study and consider the dispositions and traits that teachers need to successfully critique and improve their practice. </p> <p><strong>What is practitioner inquiry? </strong></p> <p>Practitioner inquiry is the 'in-classroom' intentional study of teaching practice and student learning. </p> <p><strong>Who can 'do' practitioner inquiry?</strong></p> <p>While the Academy's year long Teaching Excellence Program (<a href="https://go.vic.gov.au/3IQInQq" target="_blank" rel="noopener noreferer">https://go.vic.gov.au/3IQInQq</a>) involves a practitioner inquiry cycle - all educators can benefit from self-reflection practitioner inquiry by remaining curious about what classroom patterns and approaches generate the best student engagement and outcomes. </p> <p><strong>Amanda’s paper on tensions: </strong></p> <p>Berry, A. (2007). Re-conceptualizing teacher educator knowledge as tensions: Exploring the tension between valuing and reconstructing experience. Studying Teacher Education, 3(2), 117–134. <a href="https://doi.org/10.1080/17425960701656510" target="_blank" rel="noopener noreferer">https://doi.org/10.1080/17425960701656510</a></p>
