that they have been conflating the two, treating particular methods of educating
(such as active learning methodologies) as ends in themselves, rather than as means
of addressing broader educational aims. Second, this theory-focused discussion is
then led into more practical dialogue aboutfitness-for-purpose, primarily focusing
on two issues:fit-for-purpose knowledge/content (something that has been com-
paratively neglected in CfE; e.g. see Priestley and Minty 2013 ) andfit-for-purpose
pedagogy. Typically, assessment is also discussed at this stage, and concrete ideas
about curriculum development start to emerge. Third, participants are encouraged to
think about barriers and drivers to their planned innovation, stimulating discussion
about how, for example, accountability practices and school systems might impede
their plans. At this stage, the value of the participation of senior school managers,
both as participants and as critical colleagues, is clearly evident; there appeared to
be less likelihood of participants being subsequently blocked in taking forward their
planned innovations, if senior management had been involved in the process (Drew
et al. 2016 ).
52.3.4 Stage Two: The‘How’of CCPE
The conceptual stage described above provides afirm foundation for professional
enquiry rooted in educational purpose (and indeed participants are required to show
how their subsequent enquiries relate back to the big ideas). There are many
frameworks and/or models for collaborative professional enquiry, but authors tend
to agree that there is no one or correct way of implementing this process or
methodology (Klein 2012 ). However, in their review of 42 studies of collaborative
inquiry, DeLuca et al. ( 2015 , p. 640) noted that, while the models and frameworks
they examined involved between three and eleven phases, there were three‘core
and interconnected structural features’, namely‘dialogic sharing, taking action and
reflection’. The CCPE model for SBCD involves three phases: focusing, inter-
rupting and sense-making; these encompass these common structural features,
and this process is deliberately designed to surface and address issues of social
justice and engagement in critique of policies and practices.
During thefirst phase, the participants begin the process of school-based cur-
riculum development (SBCD) through the CCPE methodology by engaging in
professional dialogue to identify an area of interest or concern in their practice
related to content, pedagogy or assessment. Since this discussion draws upon
participants’experiences and practices, it surfaces questions about personal and
professional values and beliefs, and thus the process requires high levels of trust
and collegiality amongst participants. Throughout this stage the participants
develop the focus of the enquiry through engaging critically with ideas in research
and academic readings, as they begin to form the enquiry question that will guide
their innovation. All group members are expected to take responsibility for
engaging critically with readings and reporting on their responses to these to their
group. The ideas and concepts originating from the readings are thus shared and
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