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?