Learning to learn: Teacher research in the zone of proximal development

Elaine Hall*, David Leat, Kate Wall, Steve Higgins, Gail Edwards

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

16 Citations (Scopus)
26 Downloads (Pure)


This article draws on an action research project in primary and secondary schools which was funded through the Campaign for Learning, and supported by Newcastle University with a focus on ‘Learning to Learn’. This is a potentially useful concept for teachers and academics as attempts are made to move beyond curriculum‐driven and assessment‐dominated education towards inclusive and lifelong learning. At the end of the academic years 2003–2004 and 2004–2005, a total of 43 teachers from schools involved in researching Learning to Learn completed questionnaires and were interviewed about the progress of their individual research projects in the context of the wider programme. They were asked to discuss issues of autonomy and control, expectations and motivation and how change was manifesting itself in their contexts. Clear messages about the need for teacher ownership of the research balanced with the need for scaffolding emerged from the analysis.

Original languageEnglish
Pages (from-to)149-166
Number of pages18
JournalTeacher Development
Issue number2
Publication statusPublished - Jul 2006
Externally publishedYes


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