Animating inquiry-based teaching in grade-school classrooms

Shelley Kinash, Bond University

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© Canadian Journal of Learning and Technology

Abstract

This paper describes interpretive empirical research with five teachers who: a) articulate their pedagogy as defined by an inquiry-based stance, b) use digital technologies within their teaching, and c) engaged in online and/or face-to-face professional development with the Galileo Educational Network (GENA). Four questions guided the inquiry: what does inquiry mean to teachers; what is it like to be an inquiry-based teacher; what supports teachers in fostering inquiry, and; what is the relative impact of the three models of supports offered through GENA – face-to-face only, online only, and combination face-to-face and online. Analysis revealed that meaningful and regular connection with GENA staff serving an animation role superseded the support model; it did not matter whether the supports were provided at a distance or face-to-face. Recommendations derived from the experiences of the five teachers inform the professional supports necessary to nurture teachers’ inquiry-based stance and approaches.