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LP2 [2a] Inquiry as Stance

Teaching as inquiry is not to be confused with inquiry learning – teaching as inquiry is something you do as the teacher, inquiry learning is something you do with ākonga (it can also fit under the headings of inquiry based learning, project based learning, play based learning). Keep in mind that we are talking about teaching as inquiry which is focused on examining your own practice, the outcomes of that practice, and how you might modify/change you practice to benefit ākonga.

Teaching as inquiry uses evidence from the classroom, your colleagues and published research to develop new ways to practice as a teacher. With such an inquiry stance, you are positioned to adapt your practice, challenge and disrupt taken-for-granted practices so as to optimise learning outcomes for all learners.

Spiral of Inquiry

This includes; scanning, focussing, developing a hunch, learning, taking action, and checking.

collaborative inquiries are very effective for teaching teams to inquire into their practice and support each other in making changes.

Reading:

Do Teachers Actually Do This?

 completed Spiral of Inquiry document linked below. I can tell you that this was not arduous and clarified a hunch I had about my practice. It was completed over a semester. I kept notes and then wrote them up.

 Critical Evaluation

Read and reflect:

Further Reading

Take some time to read through these and reflect on how you might implement this into your practice as on-going effective teacher development.

https://nzcurriculum.tki.org.nz/Archives/Teachers-as-learners-Inquiry/Teaching-as-inquiry

https://nzcurriculum.tki.org.nz/Teaching-as-inquiry#collapsible1