The context of this study were research and development projects in Dutch secondary education, particularly funded by government to combine practice‐based research with school development goals for inquiry‐based culture. Aiming at better understanding of the strategic role that school leaders play in embedding inquiry‐based practices in schools, the research question of this study was to explore to what extent and how do school leaders use the opportunity of participating in funded research and development projects for encouraging and integrating inquiry‐based practices in their schools? Differences concerning the integration of inquiry‐based working in the school as professional learning community were examined, distinguishing between school leaders’ strategies of capacity building. Twenty‐eight school leaders of Dutch secondary schools, involved in nineteen projects, were interviewed retrospectively. Analyses showed the majority of the school leaders to be convinced that inquiry‐based working is important for their schools’ development as a professional community. Their strategies for achieving school level project significance differed in school leaders’ successive attention on personal or interpersonal capacity building with regard to inquiry‐based practices. Moreover, while some school leaders were actively involved with capacity building right from the start of the research and development projects projects, almost two‐third of the school leaders developed interest in inquiry‐based practices during the projects and started to enact in the final year of the project. In discussing the results, it is proposed that the interaction of strategy and context needs further study, for instance to inform peer learning among school leaders that are novice and experienced in inquiry‐based practices as a means to develop the school as a professional learning community.

中文翻译：

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在学校中嵌入基于探究的实践：学校领导者的战略角色

这项研究的背景是荷兰中学教育中的研发项目，特别是由政府资助的项目，将基于实践的研究与针对探究文化的学校发展目标相结合。为了更好地了解学校领导者在将探究性实践嵌入学校中所发挥的战略作用，本研究的研究问题是探索学校领导者在多大程度上以及如何利用机会参与资助的研发项目。在学校中鼓励和整合基于探究的做法？研究了在学校作为专业学习社区整合探究式工作的差异，从而区分了学校领导者的能力建设策略。荷兰中学的28名学校领导，涉及十九个项目，进行了回顾性采访。分析表明，大多数学校领导者都相信，基于探究的工作对于他们的学校发展为专业社区至关重要。他们实现学校级项目重要性的策略在学校领导者对基于询问的实践的个人或人际能力建设方面的持续关注方面有所不同。此外，虽然一些学校负责人从研究和开发项目项目的一开始就积极参与能力建设，但近三分之二的学校负责人在项目期间对基于查询的实践产生了兴趣，并在最后一年开始制定该项目。在讨论结果时，建议策略和上下文的相互作用需要进一步研究，