Please use this identifier to cite or link to this item:
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Curriculum Development Through Critical Collaborative Professional Enquiry
Author(s): Drew, Valerie
Priestley, Mark
Michael, Maureen K
Contact Email:
Keywords: Collaborative professional enquiry
curriculum development
professional learning
Issue Date: 2016
Date Deposited: 16-Nov-2015
Citation: Drew V, Priestley M & Michael MK (2016) Curriculum Development Through Critical Collaborative Professional Enquiry. Journal of Professional Capital and Community, 1 (1), pp. 92-106.;
Abstract: In recent years, there has been considerable interest within education policy in collaborative professional enquiry/inquiry methodologies, both as an alternative to top-down implementation of change and for the purpose of fostering educational improvement. However, researchers have been critical of this approach, pointing to various concerns: these include the risk of reducing a developmental methodology to an instrumental means for delivering policy, as well as issues around sustainability of practices. This paper describes a Scottish university/local authority partnership, which developed an approach entitled Critical Collaborative Professional Enquiry, designed to address some of these concerns. The paper also reports on empirical outcomes related to the partnership project.  This interpretivist study generated qualitative data from multiple sources, utilising a range of methods including semi-structured interviews with teachers and school leaders, evaluation surveys and analysis of artefacts developed during the inquiry phases of the project. This programme exerted a powerful effect on the teachers who participated. The research suggests that teachers developed better understandings of the curriculum, and of curriculum development processes. There is evidence of innovation in pedagogy, some sustained and radical in nature, and further evidence of changes to the cultures of the participating schools, for example a shift towards more democratic ways of working. This paper reports upon an original approach to curriculum development, with considerable potential to transform the ways in which schools approach innovation.
DOI Link: 10.1108/JPCC-09-2015-0006
Rights: Publisher policy allows this work to be made available in this repository. Published in Journal of Professional Capital and Community, (2016) Vol. 1 Iss: 1, pp.92 - 106 by Emerald. The original publication is available at: This article is deposited under the Creative Commons Attribution Non-commercial International Licence 4.0 (CC BY-NC 4.0). Any reuse is allowed in accordance with the terms outlined by the licence ( To reuse the AAM for commercial purposes, permission should be sought by contacting
Licence URL(s):

Files in This Item:
File Description SizeFormat 
Drew Priestley CCPE JPCC final.pdfFulltext - Accepted Version394.45 kBAdobe PDFView/Open

This item is protected by original copyright

A file in this item is licensed under a Creative Commons License Creative Commons

Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.

The metadata of the records in the Repository are available under the CC0 public domain dedication: No Rights Reserved

If you believe that any material held in STORRE infringes copyright, please contact providing details and we will remove the Work from public display in STORRE and investigate your claim.