Practitioner enquiry tip of the week: sharing the learning. Term end is often a natural point to share your practitioner enquiry, however what you share needs some thought. There tends to be emphasis on outcomes - this worked/this didn't - but this is problematic /1

Firstly, focus on outcomes assumes we can definitively say this worked or didn't; that you have answer. I don't think this is likely with PE (or any education research for that matter). So discussion of outcomes needs to be speculative/couched in terms of 'what worked' /2

Secondly, metacognitive awareness of HOW we came to understand that thing is as important as whether we understand it or not. In my head this means the how of practitioner enquiry, the process, should be shared as equally important as the outcomes /3

When focus on process there are two aspects to think about as informing outcomes, the pedagogical process used in the classroom (environment, learner organisation, tools, scaffolds, assessment etc) and the research process used to explore it (evidence, sample, analysis etc.) /4

The pedagogic and methodologic processes are connected (& I have argued elsewhere for manageability this connection should be tight). As a practitioner enquirer you will learn about both. Indeed your learning about these processes will inform your confidence in your outcome /5

So, when you share your practitioner enquiry don't only emphasise the answer, its only part of your PE story & fundamentally depends on the processes that you undertook, pedagogically and methodologically, to enquire into it. The professional learning comes from all aspects /6