ABSTRACT
This chapter explains how qualitative evidence was used to deepen efforts of promoting equitable school development. It also explains how engaging with the voices of teachers can enhance understandings of practices and the conditions in which practices develop within schools. It identifies approaches that teachers used to challenge existing ways of thinking and develop new practices that make a real difference to students' learning and engagement. The chapter reveals how teachers shared their new knowledge and ideas to promote change among their colleagues. It argues that collaborative inquiry opens up tensions at the local and professional levels and highlights the contradictions within the micropolitics and cultural aspects of educational change. The chapter presents three accounts that highlight the possibilities for productive change when teachers adopt an inquiry stance. It considers examples from research network schools to illustrate how teachers engaged in collaborative inquiry, generating various forms of evidence to stimulate the development of more effective ways of engaging all their students.
