Enquiring Practitioner relates to life long learning, willing to listen and further questioning different issues around you. A summary of what it means to be an Enquiring Practitioner defined by Menter et al (2011), is a ‘finding out’ or an investigation with a rationale and approach that can be explained or defended.’ To ‘find out’ raises a huge aspect for me, to be willing to question the work I do and to ask a question about any problems that may be arising in the class setting with me a stimulus to an answer.
I was very mesmerised by the idea of “investigating through different lenses” (Donaldson 2011) opens up the idea of co-operative learning and working colligiately with staff and other educational organisations to further question your own work. Each person has a unique personality which allows them to have different perspectives and contrasting ideas which creates a ‘group dynamic’ ( Study Skills ). This enhances the idea of collegiality and working as part of a team. Working colligiately as a Teachear involves Staff meetings, joint planning and school events to name a few. Through these experiences Teachers have the opportunity to participate in group discussions and effectively contribute to the discussions.
The review also states that Teachers are ‘agents of their own learning’ which shows that Teachers have the responsibility to ongoing learning and being aware of updated rules and regulations. Practitioner Enquiry gives the Teacher a better understanding of their practices and allows them to investigate new strategies.
It is cutial to question believes, assumptions, value and practices. Teachers has to challenge their professional practice in a manner which will benefit their students and in a way which will have a positive impact on them.
Being an Enquiring Practitioner has many benefits to the Teacher, their students and the school as a whole. Being able to ask questions and convey your view point can have a wider benefit and answer wider questions. It keeps the Staff informed and maintains a collegiate attitude within them in which they are willing to work together to tackle many issues.
This diagram here illustrates the numerous ways in which a Teacher can engage in Practioner Enquiry. It reflects deeply on the idea of a Teacher being open minded, willing to question and ‘having a critical hat on’ which allows you to take a step back assess what is happening.
‘It is argued by McLaughlin et al (2004) that teachers who engage in research have “better understanding of their practice and ways to improve it”.For some teachers, enquiry may promote levels of critical reflection that are ‘transformative’” . This is very crutial as it explains how an Enquiring Practioner will be willing to adapt to their norms in order to benefit their students. It is challenging for an individual to raise an issue, or your voice against the views of everyone else.
Even as a student, I will take part in many colligiate situations such as workshops, group assignments and peer feedback. I would have a professional responsibility and engage with the work I undertake, whilst questioning issues I am not fully understanding and being critical about different issues.
I have become aware of many new situations in which a Teacher can be an Enquiring Practitioner and how that effects their day to day life. I have a better understanding of how this will impact me as a Student Teacher and benefit me as a future Teacher.
