Value #3: Reflective inquiry and discourse Definition The Trust names reflective inquiry and discourse as the core of professional interaction and development signalling its potential to help teachers extend their expertise. A deepening of expertise is made possible through the application of teacher inquiry models, collegial discussions, the presence of relational trust, and personal learning and change in practice through involvement in collaborative sense making models. Reflective inquiry and discourse are key principles underpinning the Trust’s work in their existing Ariki Projects where quality learning circles are the preferred collaborative learning approach. Deeper levels of inquiry and reflection are possible when teachers intentionally meet together to interrogate a focus of mutual and agreed interest. The articles which support this third value reinforce the design features required for inquiry approaches (typically referred to as teaching as inquiry and action research), the levels of questions to ask about practice, opportunities for ongoing reflection and inquiry and above all the importance of trust as the catalyst for collaborative learning with colleagues and reason why teachers are prepared to participate. While academic references to relational trust often acknowledge Bryk and Schneider’s (2002) work, this selection of articles for the Trust’s commissioned literature review is limited to work in the last six years. It is also noted that the need for relational trust underpins more than one of the Trust’s values but is signalled here as continuing recognition of its importance. Article #1: Kaser, L., & Halbert, J. (2014). Creating and sustaining inquiry spaces for teacher learning and system transformation. Kaser and Halbert have undertaken extensive work on teacher inquiry for many years. This article is drawn from a 15 year Canadian study exploring the potential of learning networks to both deepen teachers’ professional learning and influence the education system as a whole. The article highlights key features of their inquiry framework and how it was set up in its various iterations. The article addresses the Trust’s interest of how to use inquiry strategies but on a wider scale than for a single school site. Collaborative networks of several schools offer promise as a way to make improvements to practice and links well to the current IES policy environment in the New Zealand Education System.
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