ABSTRACT
I bring together the main points and messages from previous chapters. I reiterate the importance of recognising the necessity of each person, school and setting being understood as having a unique context and place on their development journey. Practitioner enquiry is not a ‘silver bullet’ or a model that can be simply copied by other teachers and establishments. The deep principles behind enquiry, and an understanding of its complexity, as well as the benefits to be gained, have to be understood by all. I return to the importance of culture and ethos prevailing in any school, or the mindsets of individuals, as crucial factors in successful adoption. I talk of the ‘Pandora’s box’ that is being opened through the adoption of practitioner enquiry, with all that entails for teachers, school leaders and systems. Successful adoption requires strong supportive leadership with a moral imperative to get better. I consider education systems and what may need to change in terms of thinking and structures if we are to achieve what they all are searching for. The process needs support from school leadership and needs sympathetic management, to achieve the most as well as to protect the over enthusiastic adopters from themselves.
