Abstract
This article draws on a larger research project that questions the impacts of ‘21st century learning’ on teachers and leaders. Implicit is an evaluation of the promise of futures pedagogies to deepen teacher reflective practice. Critical theoretic and critical hermeneutic approaches underpin this research. It therefore analyses policy and documents critically, considers existing research critically, and triangulates by reference to interview material. In arguing for a concept of collaborative, critical teacher reflective practice, this article presents teaching as inquiry as a flawed model, suggesting the label ‘teaching as inquiry’ be abandoned.
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Acknowledgments
The research informing this article was supported by funding awarded in 2013 and 2014 by the Faculty of Culture and Society of Auckland University of Technology.
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Benade, L. Teaching as Inquiry: Well Intentioned, but Fundamentally Flawed. NZ J Educ Stud 50, 107–120 (2015). https://doi.org/10.1007/s40841-015-0005-0
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DOI: https://doi.org/10.1007/s40841-015-0005-0