Understanding Inquiry as Stance: Illustration and Analysis of One Teacher Researcher’s Work

Abstract

The development of "inquiry as stance" is a foundational component of the teacher research movement. Yet, it is difficult to exemplify this construct to gain insights into its meaning and what it might look like in practice. The purpose of this article is to initiate discussion about the construct of stance through the provision and analysis of an eight-minute video clip depicting one teacher researcher’s work. Three components of stance are discussed in relationship to the video example: (1) Data Collection as a Part of Teaching, (2) Roles of Inquirer and Teacher Blend Seamlessly With One Another, and (3) Commitment to the Creation of More Equitable Classrooms.

The Influence of Visually Rich Technology on the Writing Process of Elementary Students

“…Inquiry. As Dana (2015) writes: teacher inquiry is a continual cycle that all educators spiral through throughout their professional lifetimes-a professional positioning or stance, owned by the teacher, where questioning, systematically studying, and subsequently improving one's own practice becomes a necessary and natural part of a teacher's work. (pp.…”

From Rigor to Vigor: The Past, Present, and Potential of Inquiry as Stance

“…Paradoxically, then, the inquiry stance makes teaching more challenging (Cochran-Smith & Demers, 2010), but in a way that fosters deep, professional learning and honor Dewey's vision. Dana (2015) explains:…”

“…Whereas traditional action research has noticeably neglected its potential for "advancing social justice and emancipatory change" (Kinsler, 2010, p. 172), the inquiry stance provides a way to take action research "to the next level," beyond "an event or task" and towards a fully embedded mindset that views professional development and social justice as inextricably bound and mutually reinforcing (Irvin, 2005, p. 9). Extending far beyond the boundaries of a teacher preparation program, the inquiry stance actively promotes sustainable, authentic professional learning for a lifetime (Cochran-Smith & Lytle, 2001;Dana, 2015;Lieberman & Pointer Mace, 2010). It bears repeating that the very words inquiry stance capture the inside-outside, push-pull, grounded and dynamic qualities of the teacher researcher, whose short-term goal is local change in the sense of improved practice, but who ultimately exercises a sort of "epistemological power" (Anderson & Herr, 1999, p. 17), ready and willing "to expand possibilities for practice" writ large (Burns Thomas, 2004, p. 18).…”

“…Though scholars have noted the invisible nature of the inquiry stance (Copeland et al, 1993;Dana, 2015;Rowe, 2015), studies have also documented the inquiry cycle at work (Amond, 2008;Hulburt & Knotts, 2012;Snow-Gerono, 2003), evincing claims that inquiry is far more than mere reflection (Fiorentini & Crecci, 2015;Lawton-Sticklor & Bodamer, 2016). Rather, exemplary inquirers exhibit critical self-awareness, courage, confidence and a keen sense of the connections between their reflections and the larger sociopolitical world (Benade, 2015;Cochran-Smith & Lytle, 2009;Pine, 2009;Schaenen et al, 2012).…”

Syncing Our Cycles: An Inquiry-Based Coaching Model for Distant Supervision

“…Practitioner inquiry, or "systematic, intentional inquiry by teachers," (Cochran-Smith & Lytle, 1993 p. 5), draws from the traditions of action research, teacher research, self-study, and classroom research (Dana, 2015). Inquiry has inspired teachers to reclaim their rights to knowledge and its production-to wrest the term "research" back from outside observers and highlight insider knowledge (Ulanoff, Vega-Castaneda, & Quiocho, 2003;Webb, 2002).…”