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This article explores the concept of community of enquiry through an examination of 3 case studies: (a) a school-based community of enquiry involving pupils, teachers, and researchers; (b) a community of enquiry involving teachers from around 100 different schools in a Scottish local authority, together with policy advisers and researchers; and (c) the project team involved in the present study itself. The 3 case studies are considered in relation to 7 factors identified in previous research as significant considerations when attempting to build a community of enquiry, namely: dialogue and participation; relationships; perspectives and assumptions; structure and context; climate; purpose; and control. The authors conclude by highlighting key issues and potential implications for attempts to foster collaborative partnerships between educational researchers and practitioners

IntroductionThe Applied Educational Research Scheme (AERS) is jointly funded by the Scottish Higher Education Funding Council and the Scottish Executive Education Department with the intended purpose to "enhance educational research capability in Scottish HE institutions, and to use that capability to conduct high-quality research which will benefit school education in Scotland." One of the hallmarks of the research networks established under AERS is a collaborative model of educational research. The present study arises from one of the projects of the AERS Learners, Learning and Teaching Network. The aim of the study was to review the relevant literature and offer suggestions to support the building of communities of educational enquiry. We have come from different institutions around Scotland and a range of academic "tribes" (Becher 1989;Becher and Trowler 2001), including Education, Philosophy, Psychology and Social Policy.We have met a number of times and also communicate electronically, through email, video conferencing and a virtual "space" dedicated to the work of the parent project within which we have our own private space. The "voice" of this group comes not only through the ideas presented in this paper, but also through boxed reflections. As these arise during the paper, the reader should be able to see some of the tensions, contradictions and dilemmas faced by our group as we became established as a community.

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This paper seeks to move beyond reflective practice as an approach to continuing professional development in teaching and related professions. Drawing on experience of working with teachers in a Scottish Higher Education context, consideration is given to what makes a "good" teacher, leading to a new model proposal that emphasises the importance to continuing professional development of sense making. A strong core of qualities is identified as an important characteristic of teachers able to grow and develop practice. The composition, characteristics and action of this strong core are identified.