“Where teacher inquiry occurs, there is a radical, but quiet kind of educational reform in process.”
I am fortunate to have the opportunity to join inquisitive educators engaging in classroom inquiry. The Job Embedded Professional Learning Network (2014-2015) at Oakland Schools is several years in, facilitated by Lauren Childs. Our textbook is a guide.
Teacher inquiry is about growth. It is a systemic, intentional study of one’s own professional practice. The following also holds true:
- Purpose: to improve classroom practice
- Focus: to provide insight into teaching in effort to change
- Owner: an insider
- Impact: local
It differs from mere reflection in that it is intentional, problem posing, visible and collaborative.
The inquiry process begins with a question or “wondering”:
- Help a student
- Improve the curriculum
- Develop content knowledge
- Personal/professional identities
- Social Justice
- Teaching/Learning Context
It all begins with a question.