Dinkelman (2003) states that “Contrary to cliché, experience teaches nothing to the nonreflective practitioner.” This quote makes one think intently about the teaching profession and our reflecting practices. Are we encouraging reflective teaching in our profession? Many teachers would argue, yes because they reflect on each lesson that is taught. Although I think this is a very important practice because it produces different ideas about how you might modify the lesson for the next time, it doesn’t always give deep insight to the practices of the teacher.
Inquiry is an examination of teacher practice (Dana & Yendol-Hoppey, 2014). When a teacher participates in inquiry or self-study they are thoroughly examining their own practices as a professional. This examination reveals areas in our practice that are successful as well as those areas that are in need of repair. When a teacher engages in inquiry, the results can be greater than a change in his/her own practice. Dinkleman (2003) states that teachers are able to generate knowledge that can be helpful in preparing future teachers. Inquiry can create change beyond one teacher’s classroom; it can affect a school, district or teacher education program.
This makes me think back to Shulman (2005) and his research on signature pedagogy. What if inquiry was a signature pedagogy for professional development of teachers? What advancements could we make if all teachers engaged in inquiry?