Conceptualising inquiry outcomes: a taxonomy to characterise the work of teacher inquirers

ABSTRACT

In this study of 211 teacher work samples derived from a professional development programme, teachers’ conceptualisations of student inquiry were revealed by examining the nature of perceived outcomes and the role of critical thinking that animated teachers’ student inquiries collected over nine years. Using a schema adapted from the literature, this paper presents a taxonomy of inquiry outcomes as engagement, as a means to develop content and skills, and as an end in itself. Results show that teachers utilised inquiry predominantly as a means to support student learning of content knowledge and skills. Descriptions of exemplar projects and three representative case study portraits reveal both how teachers perceived inquiry outcomes and the nature of student thinking. Researchers concluded that inquiry outcomes are a result of teachers’ choices, particularly in relation to assessment practices. Moreover, inquiry-as-ends more consistently leveraged support for critical thinking than other outcomes. Professional development should attend to teachers’ articulation of their purposes for inquiry to better enable teachers to develop inquiry activities that promote students’ critical thinking.

KEYWORDS:

• Inquiry
• professional development
• teacher learning
• in-service teachers
• action research
• critical thinking

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Publisher’s Note

Disclosure statement

The authors report there are no competing interests to declare.

Participation of human subjects in this research was reviewed and approved by the Institutional Review Board of Pace University, approval number 09-70.

Additional information

Notes on contributors

James F Kilbane

Dr. James F Kilbane is Clinical Associate Professor of STEM Education at Cleveland State University. He began using inquiry as a middle school teacher. He has deepened his understanding by helping practicing teachers and pre-service teachers inquire for themselves and with their students.

Christine D. Clayton

Dr. Christine D. Clayton is a Professor of Education at Pace University in Pleasantville, New York. She utilized inquiry as a secondary history teacher and then engaged in collaborative inquiry with in-service and pre-service teachers through professional development. She teaches graduate and undergraduate research, development, and curriculum courses in teacher education.