Abstract
Calls for educational change are not new. Currently, we are in the midst of another wave of reform. This one is based upon the view that teachers play a vital role in bringing about structural reform and changing current classroom practices. Reformers face, however, a formidable challenge: how to assist teachers in changing their thoughts and actions. The inquiry process is one of the most formidable ways to transform teaching in this direction. The features of this process recognize that knowledge about teaching and learning is built on reflection and experimentation. Practitioners using this process inquire into their own personal knowledge for the purpose of examining what they teach, how to teach a diverse group of students, how to form educative relationships, and what structures fit new pedagogical orientations. To demonstrate the potential of inquiry as a vehicle for teaching and learning, this paper examines the process as it is used by a small group of teachers and a principal in a middle school.
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