ABSTRACT
Why practitioner enquiry? In this chapter I consider the origins of practitioner enquiry as an approach for professional and school development, and begin to identify some of the key characteristics of such enquiry. I look at some of the research out of which practitioner enquiry emerged and, in particular, that of Lawrence Stenhouse and later Marilyn Cochran-Smith and Susan Lytle. Consideration is also given to other iterations of enquiry methods for professional development and how these might help, or be seen as stepping-stones into the adoption of practitioner enquiry. Iterations include; action research, lesson study, teacher learning communities, collaborative enquiry and appreciative enquiry
