One of the last large research project on classrooms in UK, Learning How To Learn, demonstrated two important elements for this theme of treating teachers as learners. Current classroom practice on promoting learning autonomy shows a large values-practice gap with teachers’ values (James & Pedder, 2006). Teachers who stay in the profession nowadays have a wider vision than simply a focus on current practice. Also, the only school practice which helped teachers develop an explicit focus on learning in their classrooms was inquiry (Pedder, 2006). So greater agency for pupils develops with greater agency for teachers.
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