Introduction to Section 3: Professional Learning and Sharing Skills

This section examines diverse approaches to professional learning, research-informed practice, and the development of educator identities. It explores how practitioners integrate theory and practice through collaboration, reflective inquiry, and evidence-based approaches, addressing challenges in educational contexts.

In the chapter ‘Developing Professional Knowledge as a Consortium: Moving from “I” to “We”’ by RATED Consortium, Claire Haresnape Tyson, Matthew J. Easterbrook, Lewis Doyle, Alison Glover, Elizabeth Hidson, and Thomas Perry, the RATED Consortium uses evidence-based strategies to tackle educational inequalities, operating in the ‘third space’ between research and practice. A key initiative involves addressing unconscious teacher bias through a co-created rubric and video-based critical reflection. The consortium emphasises shared values, mutual respect, and an ecosystem model for collaborative problem-solving, exemplifying successful practitioner-research partnerships.