A journey of transformation: The role of an inquiry stance in changing teacher beliefs and practices

Abstract

Beliefs are generally thought to be entrenched and difficult to change. This qualitative research study analyzed, from a narrative analysis, social constructivist frame, the journey of eight elementary classroom teachers as they took an inquiry stance to transform their inquiry beliefs and practices. Nine semi-structured interviews were analyzed using open coding techniques from Grounded Theory (Charmaz, 2014). The data was analyzed and emerging themes about teachers’ beliefs surfaced. The findings of this study indicated that the elementary teachers assuming an inquiry stance led to changes in teacher beliefs and practices. In addition, the findings of this study highlighted teacher efficacy and teacher professional learning as playing a role in supporting the transformation of teacher beliefs and practices. One implication is how a community of teachers, with the support of the administration, can take an inquiry stance to work within the school system to transform practice in a meaningful and effective manner for the benefit of their students.