Walking on a tightrope: Agency and accountability in practitioner inquiry in New Zealand secondary schools |
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| Institution: | 1. Department of Radiology, Medstar Georgetown University Hospital, Washington, DC;2. Department of Radiology, Georgetown Medical School, Medstar Washington Hospital Center, Washington, DC;1. Department of Didactics of Musical, Plastic and Body Expression, Universidad de Castilla –La Mancha, Plaza de la Universidad, 3, 02071, Albacete, Spain;2. Department of Psychology, Universidad Autónoma de Nuevo León, Dr. Carlos Canseco 110, Mitras Centro, 64460, Monterrey, N.L., Mexico;3. Department of Education Theory and Policy, Pontificia Universidad Católica de Chile, Av. Libertador Bernardo O’Higgins 340, Santiago, Región Metropolitana, Chile;1. University of Maryland, 2311 Benjamin Building, College Park, MD, 20742, USA;2. The Ohio State University, 217 Arps Hall, 1945 N. High Street, Columbus, OH, 43210, USA;1. Department of Public Health Sciences/SoRAD, Stockholm University, SE-10691 Stockholm, Sweden;2. National Institute for Health and Welfare, P.O. Box 30, FI-00271 Helsinki, Finland;1. Department of Pediatrics, Mott Children’s Hospital, University of Michigan, Ann Arbor, Michigan;2. Department of Pediatrics, Ann & Robert H. Lurie Children’s Hospital, Chicago, Illinois;3. Department of Cardiothoracic Surgery, Children’s Medical Center, University of Texas, Dallas, Texas;4. Department of Surgery, University of Alabama at Birmingham, Birmingham, Alabama;5. Department of Pediatrics, Monroe Carell Jr. Children’s Hospital at Vanderbilt, Nashville, Tennessee;6. Department of Pediatrics, Duke Children’s Hospital, Durham, North Carolina;7. Department of Pediatrics, The Children’s Hospital at Montefiore, New York, New York;8. Department of Pediatrics, Phoenix Children’s Hospital, Phoenix, Arizona |
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| Abstract: | Teachers are increasingly engaging in inquiry through questioning, investigating, reflecting, and using data about their own practice and the functions of their departments and schools. The purpose of this study was to explore how inquiry is conceived in the literature and how it was enacted and experienced by New Zealand high school teachers. The literature on inquiry often conveys conflicting advice, competing demands, and contradictory purposes. Using interviews with a purposive sample of educators, this paper suggests that inquiry is a central, yet contested, concept; teachers feel tension when enacting inquiry; and their inquiry processes occasionally slip into accountability. |
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| Keywords: | Teacher inquiry New Zealand Practitioner inquiry Accountability |
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