The value of effective teacher interaction during inquiry-based learning to catalyse deeper learning is widely endorsed. This project investigated activities that teachers undertake during inquiry-based learning through coding of videoed inquiry, using a Kikan-Shido lens. Inquiry-based teaching is often perceived as teacher-as-facilitator, but the teacher used a range of pedagogies, including explicit instruction. Findings showed that the teacher monitored, guided, and redirected student learning during inquiry-based learning. These responsive and multifaceted interventions were targeted to meet the needs of students and their progression through the task. A highly skilled teacher examines students’ progress to know when to ‘connect’ with and when to ‘disconnect’ allowing the students the space to engage in problem-solving and reasoning together.

广泛认可在探究式学习过程中有效的教师互动在催化深度学习方面的价值。该项目使用Kikan-Shido镜头，通过视频询问的编码，调查了教师在基于询问的学习中所进行的活动。基于探究的教学通常被认为是教师的辅助者，但教师使用了许多教学法，包括明确的教学方法。调查结果表明，教师在基于探究的学习过程中监控，指导和重定向了学生的学习。这些有针对性和多方面的干预措施旨在满足学生的需求及其通过任务的发展。一位高技能的老师检查学生的进度，以了解何时与之“连接”和何时与“断开”，从而使学生有空间共同参与解决问题和推理的过程。