The New Zealand Ministry of Education identifies ‘Teaching as Inquiry’ (TAI) in the New Zealand Curriculum as an effective professional learning approach in promoting student learning and raising achievement. Aligned with this document, Auckland University of Technology Master of Teaching and Learning programme for postgraduate students wishing to become teachers provides practitioner inquiry-based papers to prepare them for engagement in inquiry. This article explores the construct of ‘Teaching as Inquiry’. A phenomenological position explores beginning teachers understanding of ‘self’ as an inquiring practitioner amidst tensions of school-based administrative systems and structures juxtaposed with theoretical knowledge of TAI. Findings from this study acknowledge that the Ministry’s TAI model significantly contributes towards development of ‘self’ as an inquiring practitioner. The findings caution, however, that challenges faced in the first year of teaching are not easily dismissed and contextual analysis of classroom and school practice to support competencies and capabilities for TAI is necessary.

中文翻译：

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更全面地理解“作为探究的教学”：初学教师的视角探索

新西兰教育部将新西兰课程中的“教学即探究”(TAI) 确定为促进学生学习和提高成绩的有效专业学习方法。与本文件一致，奥克兰理工大学教学硕士课程为希望成为教师的研究生提供了基于从业者探究的论文，为他们参与探究做好准备。本文探讨了“教学即探究”的构建。现象学立场探索了教师在校本行政系统和结构与 TAI 理论知识并列的紧张局势中作为探究实践者对“自我”的理解。这项研究的结果承认，该部的 TAI 模式显着促进了“自我”作为探究实践者的发展。然而，研究结果警告说，第一年教学面临的挑战并不容易被忽视，有必要对课堂和学校实践进行背景分析，以支持 TAI 的能力和能力。