Teacher Inquiry: A defining Feature of Professional Practice
– Important to think of teaching as a form of professional practice and not labor or technical work
– I think that this is important because if we as teachers think of teaching as just labor than we will not put in the effort needed to accomplish our profession
– Also, if we think of our job as a professional practice it may promote others not involved in teaching to think of us as professionals
– Key aspects of teaching a professional practice are a specialized knowledge, intensive preparation, a code of conduct, emphasis on continued learning (for teacher and students), rendering of public service
– Four phases that highlight the development of teaching as a profession are pre-professional, autonomous professional, collaborative professional, the post-modern professional
– The beginning phases are primarily controlled by higher authorities implementing what to teach
– Teacher inquiry and the recognition of personal practical knowledge emerges out of the last two phases
– For teaching to be perceived as professional it must be centered around the willingness of teachers to inquire into their own practices
– Inquiry is research; a critical look at personal teaching practices, as well as academic and social development of ones students
– Inquiry is an active cycle of inquiry, reflection, and action
– Learning in a state of constant evolution – teacher knowing
– Learning is fixed and stable – teacher knowledge
– Can’t become so engaged with student learning that you forget your own learning as this can diminish ones standing as a professional as well as have a negative impact on your teaching and student growth