Abstract
The New Zealand Ministry of Education identifies ‘Teaching as Inquiry’ (TAI) in the New Zealand Curriculum as an effective professional learning approach in promoting student learning and raising achievement. Aligned with this document, Auckland University of Technology Master of Teaching and Learning programme for postgraduate students wishing to become teachers provides practitioner inquiry-based papers to prepare them for engagement in inquiry. This article explores the construct of ‘Teaching as Inquiry’. A phenomenological position explores beginning teachers understanding of ‘self’ as an inquiring practitioner amidst tensions of school-based administrative systems and structures juxtaposed with theoretical knowledge of TAI. Findings from this study acknowledge that the Ministry’s TAI model significantly contributes towards development of ‘self’ as an inquiring practitioner. The findings caution, however, that challenges faced in the first year of teaching are not easily dismissed and contextual analysis of classroom and school practice to support competencies and capabilities for TAI is necessary.
Published Version
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