Abstract

This study explores the development of an enquiry mindset among teachers through the “Enquiry on a Page” (EoaP) process, a mandated whole-school initiative responding to shifts in educational policy emphasising evidence-informed practices. Existing literature underscores the importance of structured professional development in fostering such mindsets (Tripney et al., 2018; Sharples et al., 2019). The research involved semi-structured interviews with five teachers, selected based on survey responses to explore diverse perspectives. Thematic analysis revealed perceived benefits of the EoaP process, alongside challenges related to autonomy and workload. The findings indicate that while the EoaP process can enhance pedagogical reflection and collaboration, it must be tailored to individual teacher needs to maximise engagement and effectiveness. This study contributes to the discourse on action research in education by providing insights into the complexities of implementing systemic change in professional development practices.

Keywords: Enquiry, Teaching, Professional Development, Reflection, Whole-School Process

How to Cite:

Wall, J. & Carroll, S., (2025) “Enquiry on a page: To what extent do whole school mandated processes develop the enquiry mindset of teachers?”, Focus on Practice (Wales Journal of Education), doi: https://doi.org/10.16922/focus9