Mapping the process of enquiry

: This paper will map out the actions undertaken in operationalising collaborative, improvement-focused interventions designed and implemented by classroom practitioners. Articulating precisely what teachers attempt to do and why they choose a particular set of actions will help to develop our understanding of collaborative professional enquiry as a process. In particular the paper will examine how collaborative enquiry supports practitioners’ praxis by movement from the identification of practice-based problems to the professional construction of new knowledge