Inquiry is understood as a deliberate, sustained and systematic process—beyond the everyday reflection required in teaching. Professionals explore what they do and how they do it; it involves sharing one’s inquiries with colleagues. It involves classroom teachers, individually and collectively, in a cycle of action, reflection, sharing and adaptation. Teachers are given opportunities for practice, and to address challenges and issues that arise through discussion and reflection, try out new or revised practices, and evaluate the results. The cycle then begins anew based on the outcomes, responses, and possibilities emerging from the inquiry.
Download:
- EDUC 450 Syllabus (2019) (pdf) (.docx)
- EDUC 451 Syllabus (2019) (pdf) (docx)
- EDUC 452 Syllabus (2019) (pdf) (docx)
EDUC 450 Lectures
- Inquiry & Inquiry-Based Learning
- Teacher Inquiry + Inquiry Project Proposal
EDUC 450, 451, 452: Inquiry Seminars
The inquiry process across the BEd (Secondary) program consists of:
- Teacher inquiry & support, preparation towards project (EDUC 450 – Inquiry I)
- Refining and sharing the inquiry project; links to practice (EDUC 451 – Inquiry II)
- Reflecting, links to practice, ongoing questions and learning over the year (EDUC 452 – Inquiry III)
The Inquiry generally consists of three parts:
- Preparing the Inquiry Proposal (EDUC 450)
- Conducting and Presenting the Inquiry Project (EDUC 451)
- Completing and Presenting the Final Inquiry Project (EDUC 452)
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