The contribution of teachers of research-intensive teacher education programmes to a culture of inquiry in primary schools

A culture of inquiry in schools, where teachers work collaboratively and
inquiry based, can contribute to the quality of education. It is assumed
that teachers of research-intensive teacher education programmes can
play an important role in creating such a culture. Little is known, however,
about how these teachers function. This case-study research investigates
how primary school teachers of research-intensive teacher education
programmes in the Netherlands contribute to a culture of inquiry and
which factors influence this. In five schools semi-structured interviews
were conducted with a teacher and her/his school leader. Also school
policy documents were analysed and team meetings were observed. The
teachers contributed to a culture of inquiry in their schools in three ways,
by 1) initiating collective critical reflection on school policy, 2) sharing
knowledge with colleagues and 3) initiating innovations. According to the
teachers, self-efficacy in collaboration with colleagues in inquiry-based
working and a formal research position in the school facilitates the contribution they can make to a culture of inquiry.