Symposium: Enhancing Teacher Practice through Inquiry and Collaborative Learning

Research has shown that teacher expertise is one of the most important factor in determining student achievement (Darling-Hammond, 2000; Sanders & Horn, 1998; Haycock, 1998). Professional learning, therefore, matters in knowledge building in the classroom. Teachers are required to examine their practices in terms of student learning, reflecting on how their pedagogical decisions impact the classroom. According to Cochran-Smith & Lytle (1999), inquiry should be treated as a stance on teaching and learning rather than as a time-bounded activity or project. Schools should look into developing the instinct of reflective practice and integrate practitioner inquiry in the teaching environment. Studies also show that teachers learn well when they collaborate within learning communities where they plan and analyse their instructional practices together (Borko, 2004). In particular, research emphasizes school-based Professional Learning Communities (PLCs) as an enabler in fostering context-based dialogue and professional critique that are directly pertinent to the school culture, teacher and student profiles. However, while the benefits of PLCs are indisputable, establishing and sustaining professional learning communities is a key challenge which schools face.
This symposium focuses on how teacher practice is enhanced in Raffles Girls School through the two above-mentioned platforms: (a) Practitioner Inquiry, which strengthens the theory-practice nexus and (b) the Professional Learning Community (PLC), where teachers collaborate in curriculum design and review.   We will first share our research on how the research ecosystem in the school interacts with teacher motivation to enhance the culture of inquiry among teachers, what works and its area of improvement. We will then showcase an example of a mixed methods Practitioner Inquiry project that focuses on how teachers use engagement resources in their writing as part of the knowledge building culture. Finally, we will share our research on the role of the PLC in enhancing teaching and learning in the school, and how the PLC can be leveraged to keep it effective and sustainable. We hope that this symposium will be relevant to educators and education professionals who are interested in developing a professional learning system that is grounded on reflective practice and collaborative learning.
 
Presentation 1 - Enhancing a Culture of Inquiry: the Research Ecosystem & Teacher Motivation

Primary Author: Ms Tan Yen Chuan - Raffles Girls’ School (Secondary)
This study aims to uncover how the school research ecosystem interacts with teacher motivation in embarking on practitioner inquiry (PI).  This is a follow up on a previous study on the motivational factors of teachers doing PI and their challenges faced. As teacher educators, inquiry should be treated as a stance on teaching and learning (Cochran-Smith & Lytle, 1993, 1999a) rather than as a time-bounded activity or project. In advocating a culture of practitioner inquiry and to develop the instinct reflective practice, this school recognizes the importance of ownership in teachers’ professional development to meet challenges in 21st century education. As Sugrue (2004) suggests, “teachers have to take control over their learning in order to feel empowered and acquiring a new and emerging confidence to meet new challenges” (p. 85.). However, “such learning is career stage sensitive, and requires time and space as well as conductive conditions” (p. 85).  
Hence, the theoretical underpinning of this study is that the culture of PI is rooted in a social and structural context. Limiting conditions of the socio-structural factors, such as infrastructure, skills and competencies and teachers’ own perception of their role as teachers, has resulted in action research being more sporadic among teachers (Soh, 2006). The research questions are  1) What are the factors that influence teacher readiness in embarking on practitioner inquiry? 2) How does the infrastructure and system support a culture of informed practice? Through the qualitative case study design, two forms of data collection were implemented including focus group discussions with teachers and a document analysis of the school professional development plans. Results revealed several factors influenced teachers’ perceptions towards embarking on PI, including management support, infrastructure support, and personal preference. There should be continued effort in fostering increased readiness in teachers doing PI. Considerations for the school’s future revision of the research ecosystem to support teachers are outlined. Findings will emphasizes the empowerment of teaches as strategic thinkers who gain greater understanding of their content area and their students. Participants interested in creating their own research ecosystem in their organization can apply this information to their context.
 
Presentation 2 - A Cross-Disciplinary Study Of Engagement In Research Articles Written By Teachers
Primary Author: Ms Choo Li Lin - Raffles Girls’ School (Secondary)
Co-Author: Ms Masturah Abdul Aziz - Raffles Girls’ School (Secondary)
Academic discourse centrally involves interpersonal negotiation of meaning and dialogistic positioning. This study will examine how teachers engage their readers in research articles (RAs). Through a series of quantitative and qualitative textual analyses, this study will adopt Martin and White's (2005) Appraisal Theory to discuss how disciplinarity can influence writers' use of engagement resources and their expression of stance. Our presentation will make explicit how classroom practitioners with different disciplinary backgrounds use engagement resources in writing for publication as well as how they may use these engagement resources in their lesson planning so that they facilitate knowledge building within the classroom.
 
Presentation 3 - The Role of a Professional Learning Community in Enhancing Teaching and Learning: A Case Study
Primary Author: Ms Masturah Abdul Aziz - Raffles Girls’ School (Secondary)
The ability of professional learning communities (PLCs) to benefit professional learning and drive innovative changes in schools has been addressed in both qualitative and quantitative studies (Vescio, Ross, & Adams, 2008). However, due to the struggles entailed in creating and sustaining PLCs, it becomes a prerogative for schools to understand the outcomes of PLCs on teaching practice and student learning, in order to evaluate the effectiveness of PLCs for continual change and improvement. This study investigated how participation in a PLC contributed to teachers’ knowledge and practice; and by extension, to student learning outcomes. The PLC in this context refers to a white space carved out during school curriculum hours for teachers and school leaders to work on pedagogical issues and engage in professional discourse. A case study approach was used, comprising a mixed-method design. A school-wide survey was administered, followed by teacher interviews and PLC recordings from various departments. Student focus group discussions were piloted to elicit students’ perspectives about their learning experiences in school. Artefacts from the PLC such as online discussions, repositories, and minutes were reviewed. Results from the data suggested that the PLC had the strongest effect on teachers' assessment literacy and curriculum design practices. While some areas of learning from the PLC were observed to be translated into teaching and learning practices in the classroom, findings also highlighted a need for teachers to utilise PLC time to engage in consistent, in-depth reviews on how teaching practices have made a difference to students’ learning. Recommendations such as drafting an action plan to enhance review processes were proposed and implemented. This study concludes that the PLC retains its value and significance in the building of a collaborative work culture, and in facilitating the development of individual and collective capacities in knowledge creation and problem-solving.