The argument that without inquiry, one’s teaching practice becomes perfunctory or routinized, duplicative or imitative is valid. I believe inquiry is an essential ingredient in the spice of life. Inquiry is this spark we value in the eyes of our youth, often characterized by curiosity-the root of questioning and the foundation of inquiry. However, the argument that inquiry is a defining feature of professional practice is weak. Rather, in a general sense, I would relate an inquiring mind to the level of success of an individual (although one is not indicative of the other, as there exists a plethora of counter arguments).
The author’s statement that “When teachers cease to be inquisitive about their practice or the circumstances in which they work prevent such inquiries then their practice ceases to be professional,” has merit. However, I believe that it is “the standardization and adherence to common practices, goals, and understandings that makes it a profession.” I say that it is it not only the solidarity of its professionals that make it a profession, but the mobility of those it encompasses (students and teachers) that make it a (respectable) profession.
I agree with the author that confinement is restrictive of inquiry, but I believe it does not stop a persons self inquisition, but merely inhibits an inquisitions resolve through specific actions taken. Our profession’s framework outlines the guidelines for acceptable inquiry for the sake of the greater good and that these important aspects of our professional practice are what distinguishes it from labour or technical work.
On the plus side, my favorite quote regarding inquiry, in terms of the article, revolves around Lewison’s comment on the cycle of teaching from the perspective of a teacher: “teacher inquiry involves classroom teachers in a cycle of inquiry, reflection and action. In this cycle, teachers question common practice, approach problems from new perspectives, consider research and evidence to propose new solutions, implement these solutions, and evaluate the results, starting the cycle anew.”
But, regardless of the semantics at play the point is clear that teacher inquiry is valid and significant and because it takes on many forms there are many challenges associated with it. It is critical that teacher knowledge (written by teachers) continues to be created and that it does not remain purely private, but makes its way in to the public domain of the wider educational community.
