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Professional learning communities and teacher enquiryProfessional Learning Communities and Teacher Enquiry as part of the book series Evidence-based Teaching for Enquiring Teachers provides a critical overview of different ways of thinking about professional learning as a social process through collaborative and collective activity. These conceptualisations are illustrated through their application in a range of international settings to allow a critical examination of the opportunities and challenges they present to teachers and school leaders. Case studies offer insights into the way the factors affecting collaborative professional learning play out in particular contexts. The book includes practical recommendations about how to facilitate and engage with collaborative teacher enquiry, based on published evidence. Chapters weigh up the benefits and challenges of the approaches covered and suggest either actions or questions for those of you as readers wishing to act them in your own setting. The book concludes with support for action planning, which includes evaluation of the success of any intervention initiated.