Ryan Kiely

1203264
A Critical Discussion on Teaching as Inquiry

The undertaking of research to improve pedagogical practice or the use of

published research to improve students learning have become integral parts of a
teacher's professional role (Mutch, 2013). Understanding what this means and
what it looks like when implemented in the classroom are critical steps that
require a deeper understanding of both the nature of educational research and
teaching as inquiry. Investigation into such an understanding has been the
driving force behind this critical discussion, with the goal of developing my ability
to conduct research with students and not merely on them (Mutch, 2013)

The Nature of Educational Research

Educational research is much like research in other areas in that it involves

applying a scientific method to a topic, phenomena, or question (Mertler, 2016).
Where it differs is in its focus on conducting research that improves teaching and
learning for the benefit of not only those involved, but for society as a whole. It
seeks to achieve this by looking at the ways people, places and processes
surrounding the field of education, be they situated in schools, universities,
homes or government, interact together (Mutch, 2013). At one end, educational
research attempts to find answers to societal problems impacting the field of
education, known as pure research (Davidson & Tolich, 2003). Research here
often looks at the bigger picture issues of race, gender, social class and the
effects these can have on the educational system and those operating within it.
At the other end, educational research is concerned with finding practical
outcomes and solutions to issues, known as applied research (Davidson &
Tolich, 2003).

Like all other fields, educational research is informed by the different

perspectives that researchers bring to their work, be it feminist, constructivist or
critical theories of teaching and learning. Being aware of these approaches is key
to understanding that despite researchers best efforts to remain objective,
educational research is not neutral but historically and socially situated (Mutch,
2013, p.22). Such an understanding can help educators and policymakers to
unlock and access the educational research necessary to make evidence-based
decisions about education and their role in it. Research can become a rich source
of information for developing pedagogical practices of teachers, provided that its
applicability is not blindly transferred to a new context without consideration of
the issues being looked at (Reid, 2004, as cited in Ministry of Education [MoE],

Ryan Kiely
1203264
2008). Teachers can make use of this understanding in their daily practice
through an inquiry cycle that draws upon research. Whether called teaching as
inquiry, teacher research, or action research, inquiry enables teachers to reflect
on and research their own practice, enabling them to learn from teaching in an
ongoing way throughout their careers (Cochran-Smith, Barnatt, Friedman & Pine,
2009)

Teaching as Inquiry

The New Zealand Curriculum (2007, p.35) puts teaching as inquiry high on its list
of effective pedagogy that promotes student learning. It is described as a cyclical
process where teachers identify the learning needs of their students, be it
individuals or groups, and develop interventions to address these needs (MoE,
2007). The process it guides places importance on not just what is to be taught,
but how it will be taught, encouraging teachers to make evidence-informed
decisions about the strategies they will implement to meet the unique needs of
their students (Erb, 2009). Making evidence-informed decisions involves teachers
engaging with research relating to their inquiry and using it to inform their
actions (Sinnema, Sewell & Milligan, 2011). Teachers then monitor and critically
reflect on the impact of their intervention on student learning, leading them to
make changes if the desired impact has not been achieved or if new needs have
been identified (MoE, 2007). This process can be seen as a sequence of three key
inquiries; focusing inquiry, teaching inquiry, and learning inquiry (Education
Review Office [ERO], 2012). Focusing inquiry involves asking what should
students achieve? [and] what do students need to learn next? (ERO, 2012, p.6)
in relation to the specific context and interests of the students; the idea is to use
observations of students needs to develop questions about the changes needed
to your teaching practice (MoE, 2008). Teaching inquiry identifies the
interventions necessary to achieve this, drawing on both outside research and
the practitioners expertise as a teacher (Erb, 2009). The third, learning inquiry,
is where teachers investigate what learning has occurred, or not, as a result of
their intervention and the next steps necessary to ensure students experience
progress in their learning (ERO, 2012).

The series of inquiries are important because they acknowledge that teaching
strategies and interventions can have different impacts for different students,
and only by inquiring into these can we ensure all students needs are met.
Inquiry can be the in the moment decision making of a classroom teacher, or one
that covers an extended period of time involving a collaborative, school wide
approach (Erb, 2009). The cyclical nature of inquiry reflects its repetitive and
ongoing nature, although this process is not always so systematic and

Ryan Kiely
1203264
straightforward, at times requiring teachers to revisit steps in light of a new
insight into their students learning (MoE, 2008). It is a process that thrives on
targeting a specific issue in depth, paying close attention to the context of the
learning environment in which it is situated (Timperley, Kaser, & Halbert, 2014,
as cited in Conner, 2015). Teaching as inquiry shows many of the attributes of
educational research mentioned earlier, the key points of difference being its
developmental aim, and that it is not always being concerned with publication.
This allows more focus to be put on the professional development of a teacher's
practice as well as student learning (MoE, 2008).

While this process of teaching as inquiry can be understood through a clear

description of the steps and considerations involved, many researchers point to
the need for inquiry to not be something teachers do but a way of professional
being (Reid, 2004, p.5, as cited in MoE, 2008, p.78). As an approach to teaching,
students are put at the centre and an openness to multiple ways of doing things
is expressed through a continuous search for improvements, not solutions or
quick fixes. Developing this inquiry habit of mind leads teachers towards a path
of constant reflection, not just of their students learning, but of the theories and
assumptions underlying their practice (Earl & Katz, 2002, as cited in MoE, 2008,
p.85). Critically questioning and reflecting on these assumptions through an
inquiry habit of mind helps teachers to critique the lens with which they view
their students, research, and possible interventions. Without addressing these
assumptions, the possible opportunities presented to students through a
teacher's practice can be limiting and perpetuate social inequity. In her case
study, Conner (2015) found that students appreciated the effort and changes to
their practice that their teachers made, strengthening the positive relationship
between them. This is significant given Hatties (2009) findings that teacherstudent relationship has the second highest effect on student learning. While the
main aim and motivation of teaching as inquiry remains the improvement of
student outcomes, teacher professional development can be seen as both a
product of, and a contributor to this goal (Timperley, 2011). When teaching as
inquiry is a collaborative endeavour between student, teacher and organization
it is most effective (Timperley, Wilson, Barrar, & Fung, 2007, p. xiii).

An organization and its leaders play a huge role in the fostering of teaching as
inquiry as they are responsible for the creation and maintenance of a culture that
supports this type of deep reflection (Conner, 2015). By encouraging teachers to
engage in inquiry with their colleagues and creating guidelines that support
teachers inquiry practice, the sometimes uncomfortable process of having one's
thoughts and practices challenged is not seen as a negative but as a springboard
for creating new theories of practice (ERO, 2012; MoE, 2008). Creating such a
culture where it is safe to focus on the improvement of teaching practice through
inquiry, reflects a view that teachers learning is a process that occurs constantly

Ryan Kiely
1203264
over time and not at set moments of professional development (Cochran-Smith,
Barnatt, Friedman & Pine, 2009). A recent report (ERO, 2012) found that only 58
percent of schools had highly, or somewhat supportive processes in place to
support teaching as inquiry. Those schools that showed high levels of support
also demonstrated a higher proficiency in using inquiry in their classrooms (ERO,
2012). When leaders and schools operate in a way that makes teaching as
inquiry part of what we do, they help work towards the goal of both enhancing
the quality of teaching, and redressing inequity (Conner, 2015).

Ethical Considerations

Teaching as inquiry can be seen to have three important dimensions; a technical,

conceptual, and critical dimension (Reid, 2004, as cited in MoE, 2008, p.78). The
technical aspect we have seen with its focus on improving existing practices, and
the conceptual dimension has been glimpsed through teachers examining the
theories and assumptions behind their practice in search of alternatives; the
critical dimension of inquiry sees a commitment to equity and social justice,
understanding the moral and ethical issues associated with teachers practice
(Reid, 2004, as cited in MoE, 2008, p.78). As teacher/researchers, protecting
ourselves as well as those being researched is critical to our practice, regardless
of whether our evidence gathering is aimed at supporting teaching and learning
or for research purposes (Conner, 2015). By following the ethical principles laid
out in The Belmont Report (U.S Department of Health & Human Services, 1979)
of respect of persons, beneficence, and justice, teachers can ensure their
practice treats students with consideration, fairness and respect.

Further steps to ensure this are providing students with appropriate information
about the inquiry and ensuring it benefits the teaching and learning experienced
by them. Teaching as inquiry situates the teacher inside the research, meaning
teachers need to be aware of their position of power amongst the community
they operate in and the different set of roles and relationships, status and
position that brings with it (Tuhiwai Smith, 1999, p.139, as cited in Conner,
2015). Even when ethical considerations are covered and situations handled
appropriately, any situation with such power relations and vulnerable
communities holds the potential for issues related to trust, power, coercion,
validity, [and] repercussions for non-participation to arise (Conner, 2015, p.76).
Positioning students at the centre of teaching as inquiry is an important iteration
to ensure ethical considerations are not overlooked in this process. As Campbell
and Groundwater-Smith (2007, p.24) write, everythings ethics.

Ryan Kiely
1203264
In order for teaching as inquiry to contribute to sustained improvement in
teaching and learning, teachers need to develop their own inquiry skills, slowly
developing, changing, and improving their inquiry tool box (Reid, 2004, as
cited in MoE, 2008, p.52). Fostering these skills helps teachers to alter their
pedagogies as they experience positive growth in their students achievement in
relation to their altered practice (Conner, 2015). As teachers experience the
effect their changed practice can have on student outcomes, they are given
agency and intrinsic motivation for further improvement through teaching as
inquiry (Conner, 2015; MoE, 2008). Developing an inquiry habit of mind through
teaching as inquiry will be an endeavour that will not only ensure my continual
professional development as a teacher, but that those students I work with are
afforded the highest standard of teaching and learning that will carry them
forward to uncountable possibilities. As I prepare to begin my next practicum, the
understandings and insights gained from this critical discussion will guide the
development of my evidence based inquiry. While my previous experience
informs my practice in this new setting, understanding the importance of context
has lead me to forego a previous inquiry topic and construct one more in line
with the needs of this new setting. Development of this topic is underway but
requires further discussion with the mentor teacher involved.

Ryan Kiely
1203264
References

Campbell, A., & Groundwater-Smith, S. (2007). An ethical approach to

practitioner research:
Dealing with issues and dilemmas in action research
(1st ed.). New York, London:
Routledge. doi:10.4324/9780203939277
Cochran-Smith, M., Barnatt, J., Friedman, A., & Pine, G. (2009). Inquiry on inquiry:
Practitioner research and student learning. Action in Teacher Education,
31(2), 1732. doi:10.1080/01626620.2009.10463515
Conner, L. (2015). Teaching as Inquiry with a Focus on Priority Learners.
Wellington, New
Zealand: NZCER Press.
Davidson, C., & Tolich, M. (2003). Social science research in new zealand: Many
paths to
understanding (2nd ed.). Auckland, New Zealand: Pearson.
Education Review Office. (2012). Teaching as Inquiry: Responding to Learners.
Wellington, New Zealand.
Erb, W. (2009). Teaching as Inquiry: Ask yourself the big questions. Retrieved
from http://www.edgazette.govt.nz/Articles/Article.aspx?ArticleId=7880
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating
to
achievement. New York, London: Routledge.
Mertler, C. A. (2016). Introduction to educational research. Los Angeles: SAGE.
Ministry of Education. (2007). The New Zealand curriculum. Wellington: Learning
Media.
Ministry of Education. (2008). Ki te aoturoa. improving inservice teacher
educator learning and practice. te whakapakari i te ratonga whakangungu
kaiwhakaako. Wellington:
Learning Media.
Mutch, C. (2005). Doing educational research: A practitioners guide to getting
started.
Wellington, New Zealand: Printlink.
Sinnema, C., Sewell, A., & Milligan, A. (2011). Evidence-informed collaborative
inquiry for improving teaching and learning. Asia-Pacific Journal of Teacher
Education, 39(3), 247-261.
Timperley, H. (2011). Realizing the power of professional learning. Maidenhead:
McGrawHill.
Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional
learning and
development: Best evidence synthesis iteration (BES).
Wellington: Ministry of
Education.

Ryan Kiely
1203264
U.S Department of Health & Human Services. (1979). The Belmont Report:
Ethical principles and guidelines for the protection of human subjects of
research. Retrieved from http://www.hhs.gov/ohrp/regulations-andpolicy/belmont-report/