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Rigorous and critical reflection

Twenty-first century educators need to be inquirers into professional practice who question their routine practices and assumptions and who are capable of investigating the effects of their teaching on student learning.

Reid, 2004

Inquiry is...

a process of systematic, rigorous and critical reflection about professional practice, and the contexts in which it occurs, in ways that question taken-for-granted assumptions. Its purpose is to inform decision-making for action. Inquiry can be undertaken individually, but it is most powerful when it is collaborative.

[Inquiry] involves educators pursuing their 'wonderings' ..., seeking answers to questions or puzzles that come from real-world observations and dilemmas.

Reid, 2004

The head teacher's role

Commonsense and academic studies tell us that support for teacher research from the head teacher is crucial. The head's role in promoting an inquiry culture includes:

  • Creating quality time for teamwork;
  • Supporting the inquiry team's access to and use of data on individual student performance;
  • Endorsing teachers' inquiry work as important and central to the school's improvement efforts;
  • Legitimising the inquiry team's leadership with colleagues.

(Talbert et al, 2010)


By using an inquiry approach, teachers have been shown to:

  • Move their focus from how the curriculum is being taught to what students are learning;
  • Shift focus from summative to formative assessments of student learning;
  • Stop perceiving student failure as something beyond their control.

(Talbert et al, 2010)

Responding to pupils

As teachers worked in teams to diagnose and respond to learning needs of struggling students, they began sharing responsibility for the success of all students. Teachers moved from thinking about 'my' students to 'our' students, as well as shifting their attention from successful students to struggling students.

Talbert et al, 2010

Developing team norms of shared accountability for using inquiry to meet the needs of struggling students helped individual teachers shift their focus from delivering curriculum to diagnosing students' learning needs, while individual experiences of making a difference for struggling students helped tip the school toward an inquiry culture.

Talbert et al, 2010

Developing an inquiry culture

The process of developing a school inquiry culture:

  • Occurs gradually;
  • Depends upon commitment and strategic actions to develop broad and deep inquiry practices;
  • Is not linear, but bumpy and cyclical as educators grapple with new mindsets;
  • Benefits from an external facilitator.

(Talbert et al, 2010)

Teachers report moving 'two steps forward and one step back', needing to 'relearn' a new practice and perspective. They experience an 'Aha' only to encounter a new challenge.

Talbert et al, 2010

Developing an inquiry culture

Including the two papers listed below, identify 5-10 key texts on developing an inquiry culture in schools. Critically analyse the proposals for and impact of an inquiry culture, and consider its implications to your own school and children with SLD/PMLD/CLDD.


Reid, A. (2004), a University of South Australia study on developing a culture of inquiry.


Talbert et al (2010), a Stanford University study of schools improving through inquiry.

Find out more

Reid, A. (2004) Towards a Culture of Inquiry in DECS. Adelaide, SA: Government of South Australia Department of Education and Children's Services.


Talbert, J.E., Mileva, L., Chen, P., Cor, M.K. and McLaughlin, M. (2010) Developing School Capacity for Inquiry-Based Improvement: Progress, challenges and resources. Stanford, CA: Stanford University.