Teacher inquiry
Teacher inquiry is a powerful form of professional learning. We have developed a series of resources to help teachers get the most out of the inquiry process.
Definition
Teacher inquiry, sometimes referred to as Teaching as Inquiry, is an approach to teaching in which teachers continuously inquire into the impact of their teaching actions on student learning, make informed changes to improve their teaching practice in order to enhance student learning, and measure the impact that these changes have on their students’ learning. Teacher inquiry is conceptualised as a cyclical rather than linear process, and can take specific forms such as Timperley, Kaser and Halbert’s Spiral of Inquiry.
Relevance
Teacher inquiry is considered to be one of the most powerful forms of teacher learning and a vital strategy for enhancing student learning and outcomes by improving teacher practice. Teachers involved in inquiry report that it is a highly satisfying and energising form of professional learning and development that supports their self-reflection and critical examination of practice, and encourages them to try new challenges and explore different ways of teaching.
State of the evidence
There is evidence to suggest that teacher inquiry, when undertaken effectively, can be a powerful learning activity for teachers. However, currently there is limited evidence examining the relationship between teachers undertaking inquiry and improved student outcomes.
In practice
While teacher inquiry is about teachers’ learning, it is important to emphasise that the key objective is to improve teaching practice in order to better meet the needs of students. Inquiry should stem from an issue, question or challenge that teachers have about their students’ learning. Once teachers have decided on their focus, it is important to look beyond their own practice and school and to engage with research on the topic. Inquiry is a process rather than a one-off event, and it is helpful to see inquiry not as an individual activity but rather as a collaborative enterprise with other teachers.
Guiding questions
- What is happening for my students and how can I improve my teaching in order to strengthen student outcomes?
- What information can I draw on to inform the new approaches that I want to trial in my practice?
- What measures will I use to know if what I am doing is actually making a difference?
How to engage in teacher inquiry using the spiral of inquiry
An introduction to teacher inquiry and its role in improving teacher practice and student outcomes.
The spiral of inquiry: An introduction to scanning
A brief introduction to the scanning phase of the spiral of inquiry and some tools to use for data collection and reflection during this phase.
The spiral of inquiry: An introduction to checking
An overview of the checking stage of the spiral of inquiry and some tools for recording and evaluating evidence of the impact of changed practices and new approaches.
The spiral of inquiry: An introduction to taking action
How to go about taking action by trying new approaches and practices and recording their impact.
The spiral of inquiry: An introduction to professional learning
A brief introduction to the professional learning phase of the spiral of inquiry and some useful tools for identifying the focus and possible sources of professional learning.
The spiral of inquiry: An introduction to developing a hunch
How to go about developing a hunch as part of the spiral of inquiry
Making sense of education research
In this practical, future-focused webinar, Dr Claire Han introduces MyEducationResearcher, her powerful new web application that can run a meta-analysis on any education research question and deliver clear, usable summaries in just 30 minutes.
Engaging with research in early childhood education
The Education Hub's Dr Vicki Hargraves joins Nina Hood to talk about some of the key ideas emerging from recent early childhood research and how this research can inform teachers’ practice.
Insights from the research behind the Great Teaching Toolkit
Insights from a webinar with Professor Rob Coe.
A whole school approach to teaching as inquiry
Alison Taylor, Deputy Principal at Pakuranga College, discusses the six-year journey her school has been on to embed teaching as inquiry into the practice and mindset of teachers and the change in culture she has observed as teachers become more open to change and talking about their learning
Student voice for relationship building, identifying gaps, and modifying teaching practice
Heath, a Year 2/3 teacher at Stonefields School, uses student voice across a range of learning areas to help him to gain a better understanding of how engaged his students are in their learning, to modify his practice, and to build relationships with his students
Principles of quality teaching and school leadership
Professor Rob Coe discusses his work developing the Great Teaching Toolkit, an evidence-based curriculum for teacher learning, plus tools and instruments to provide feedback for professional development
Why is evaluative thinking important?
by Professor Helen Timperley
Professor Helen Timperley discusses the importance of evaluative thinking.
How teachers can improve an aspect of their practice
by Professor Helen Timperley
Professor Helen Timperley discusses what next once you identify an area to work on.
How should schools start thinking about embedding evaluative thinking?
by Professor Helen Timperley
Professor Helen Timperley discusses how schools should start thinking about embedding evaluative thinking in their practice.
How should schools monitor and collect evidence?
by Professor Helen Timperley
Professor Helen Timperley discusses how schools should monitor and collect evidence to understand the ongoing impact of their inquiries.
How should schools measure improvement, impact and progress?
by Professor Helen Timperley
Professor Helen Timperley discusses how schools should measure improvement, impact and progress in their students.
