Teacher inquiry in early childhood education

Teaching as Inquiry is an approach to teaching in which teachers continuously inquire into the impact of their teaching actions on children’s learning, and make informed changes to improve their teaching practice so as to enhance children’s learning, and measure the impact that these changes have on their children’s learning.

Teaching as Inquiry is considered to be one of the most powerful forms of teacher learning and a vital strategy to improve learning. Teachers involved in inquiry report that it is a highly satisfying and energising form of professional development which supports their self-reflection and critical examination of practice, and encourages them to try new challenges and explore different ways of teaching.

There is evidence to suggest that when undertaken effectively, teaching as inquiry can be a powerful learning activity for teachers. However, currently there is limited evidence examining the relationship between teachers undertaking inquiry and improved outcomes.

While Teaching as Inquiry is about teachers’ learning, it is important to emphasise that the key aim is to better meet the needs of children. It is not focused on teachers’ interests or a predetermined personal or school-wide professional development plan. Instead, inquiry should stem from an issue, question or challenge you have about your children’s learning. Once you have decided on your focus, it is important to look outside of your own practice and school, and to engage with research on your topic. It is important not see inquiry as an individual activity but rather a collaborative enterprise with other teachers.

• What is happening for my children and how can I improve their learning experiences?
• What information can I draw on to inform new approaches I want to trial in my practice?
• What measures will I use to know if what I am doing is actually making a difference?