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ERIC Number: EJ1123364
Record Type: Journal
Publication Date: 2016
Pages: 8
Abstractor: As Provided
ISSN: EISSN-2382-0349
Reflective Practice and Inquiry: Let's Talk More about Inquiry
Earl, Kerry; Ussher, Bill
Teachers and Curriculum, v16 n2 p47-54 2016
Reflective practice and inquiry are aspects of teacher professional practice that characterise teachers as learners. Reflective practice in some form is considered in contemporary education as an essential activity for teachers and teacher educators. "Inquiry as professional development" and "inquiry as research", on the other hand, are forms of reflective practice designed and intended to go beyond the personal. We explore the following three research and two inquiry approaches that teachers can use to inform their practice and contribute to our collective knowledge about teaching: the research methods of self-study, autoethnography and action research, and the inquiry approaches "teaching as inquiry", and "spiral of inquiry". Any research or inquiry approach used needs to fit purpose, language use, positioning as a researcher and writer, degree of reflexivity and the degree of public critique of the project. When the chosen approach "fits," our research work has a better chance of improving teaching, student progress and achievement, in short: being useful to others.
Wilf Malcolm Institute for Educational Research. Faculty of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A