Exploring teacher inquiry through a teacher research community: Inquiry as stance and multicultural education as inquiry

Abstract

This study examines teachers' collaborative inquiry as a professional development intervention to develop and implement a multicultural education program based on Cochran-Smith and Lytle's concept of inquiry as stance. Through such an examination, this case study investigates how teacher inquiry is actualized, what strategies are engaged to teacher inquiry, and what impacts of teacher inquiry work for their teaching practice. The findings of the study reveal how inquiry as stance acts as a framework for understanding teacher inquiry and collaboration. Furthermore, this study expands these findings to offer evidence of teacher inquiry regarding the four facets of inquiry as stance: knowledge, practice, communities, and purpose.