#Contexts for inquiry how to#
#Contexts for inquiry professional#

The qualitative data were then analysed via an inductive thematic coding process and the use of vignettes. The interviews also explored the teachers’ reported changes in cognition and practice, along with their concerns.

#Contexts for inquiry professional#

Finally, semi-structured interviews were carried out individually with the six teachers to gain insights into their learning experience after engaging in the inquiry process and interactive professional discussions with other teachers. The teachers then took part in group discussions, which gave them opportunities to present individual reflections on their practice and knowledge and at the same time established an understanding of how the teachers learned, developed their professional knowledge, and improved their professional practice. Most observed teaching sessions were followed by a debrief in which the teachers were asked questions to reflect on certain moments of their practice and to elicit the elaborative reasoning underpinning their classroom practices. After the six teachers engaged in the inquiries, their classroom practices were observed to explore how they interpreted and enacted SCA. Qualitative data were collected in Phases 2, 3 and 4 of the study.

#Contexts for inquiry how to#

In Phase 1, an online questionnaire was sent out to a wider group of teachers from the two universities and was analysed descriptively to gather initial information about the teachers’ reported beliefs and practices to inform me as a researcher how to proceed the next stage of the study. Data were collected via a four-phase process comprising five data collection instruments. The study lay within an interpretive paradigm and was predominantly qualitative, using a small amount of quantitative data from the questionnaire administered at the beginning of the study. In particular, the study investigated the process of enactment and reflection as the teachers applied student-centred approaches (SCA) while working to develop their pedagogical knowledge, improve their teaching practices, and engage in professional learning practice. Student-centred approaches relevant to English language learners were used as a content focus of teacher learning, and teacher inquiry was used as a tool to drive reflection and co-construction of new learning. This study investigated the engagement in an inquiry process of six EFL (English as a foreign language) teachers from two Vietnamese universities, and how the inquiry process shaped the teachers’ professional learning, paying attention to cycles of reflection and co-construction of knowledge.