An inquiry cycle for ISTE learning
Figure 3 below presents a cycle for ISTE learning. The cycle builds on the "Teacher inquiry and knowledge-building cycle” proposed in the Teacher Professional Learning and Development: Best Evidence Synthesis Iteration (TPLD BES – Timperley, Wilson, Barrar, and Fung, 2007) and is consistent with the findings that have emerged from INSTEP’s research activity. The word “cycle” reflects the iterative and systematic nature of inquiry. However, we know that in reality inquiry is a complex and often challenging experience. At times, inquirers will revisit previous phases in an inquiry. New knowledge may emerge slowly over time or suddenly become clear in a flash of insight. And within each phase of an inquiry, people will use a variety of approaches to inquire into their theories of practice1 and the impact of those theories on others.
Figure 3: An Inquiry and Knowledge-building Cycle for Inservice Teacher Educators
Consider the ways in which you inquire into aspects of your practice. Working with one or more other ISTEs, look at these implications and discuss the degree of alignment between them and your approach to inquiry.
One of the principles in the proposed ISTE theory of improvement is that “effective ISTE learning and practice lead to improvements in teacher practice and student outcomes”. The principles also suggest the need for ISTEs to link practice to evidence, to centre learning on questions and dilemmas within their practice, and to view effective learning as a collaborative undertaking. These ideas have the following implications for inquiry-based learning:
- ISTEs’ learning goals should always be grounded in their goals for teacher and, ultimately, student learning.
- The ongoing analysis of student and teacher learning needs should allow ISTEs to answer the three questions that enable them to regulate their own learning: “Where am I going?”, “How am I doing?”, and “Where to next?” (Hattie, 2005).
- ISTEs’ learning should be constructed in collaboration with others in a range of professional communities of practice, enabling them to benefit from the support, challenge, and knowledge of others who share their vision and are working towards similar outcomes.
- It is important to surface and discuss people’s beliefs and assumptions at each phase of the cycle, working towards the construction of more effective theories of practice.
- ISTEs should be deliberate in the way they plan learning in an inquiry cycle yet flexible in its enactment, remaining responsive to their changing needs, priorities, and concerns and those of the people with whom they work.
- ISTE inquiry should be connected and evidence-based. At each phase, ISTEs should look back to what they learned in previous phases and look forward to how they will monitor the impact of their learning.
- ISTE inquiry should be iterative. Each time ISTEs engage with the inquiry cycle, they become more skilled at evidence-based practice, they build their professional knowledge, and their inquiry becomes deeper and more focused.
The text below describes the phases of the ISTE inquiry and knowledge-building cycle. Before reading about them, it’s important to note the following points:
- The suggested questions for each phase are not exclusive: other questions may be important.
- Throughout inquiry, there are three key considerations. Inquirers must:
- decide how to gather appropriate data;
- decide how to critically analyse that data;
- select a collaborative process and activities to scaffold the learning.
- Although they are not shown here, teacher and student inquiry cycles occur alongside the ISTE cycle.
1 These are an educator’s beliefs, values, and theories about effective practice; the associated knowledge, skills, and practices; and the outcomes he or she hopes to achieve.
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