PTC 12 Critical Inquiry

Criteria: Use critical inquiry and problem-solving effectively in their professional practice

Reflective question: How do I advance the learning of my ākonga through critical inquiry within my professional learning?

Key Indicators:

  • Systematically and critically engage with evidence and professional literature to reflect on and refine practice
  • Respond professionally to feedback from members of their learning community
  • Critically examine their own beliefs, including cultural beliefs, and how they impact on their professional practice and the achievement of ākonga.
Link to the New Zealand Curriculum:
  • Teachers must inquire into the impact of their teaching on students, using the Teaching as Enquiry Model (p.35)
RTC 12 & e-learning – guiding question:

How do I use e-learning to advance the learning of my akonga/learners through critical inquiry with my professional learning?

Questions I have asked myself:
  • What impact does higher-level teaching and learning have on the students I teach?
  • Where can I source information on critical enquiry?
  • Who uses critical inquiry currently in my learning community?
  • What changes will I make with regard to the feedback?
  • How do I keep this a manageable part of my development?
  • What evidence do I seek that my teaching is advancing the learning of all my ākonga?
Strategies that have helped me:
  • Professional reading
  • Professional development
  • Classroom observations
  • Classroom visits
  • Professional discussions
  • Include in lesson planning
  • Engages in positive dialogue regarding feedback
Reflections:
  • Am I demonstrating commitment to critical enquiry?
  • What professional practice do I do well?
  • Have I got it right? How will I know?
  • Have I been able to establish a manageable and realistic approach to this?
  • Is it affecting my time management is there a better way?
  • Should I seek further feedback and advice?
Evidence that might support this:
  • Teacher demonstrates high level approaches
  • Reflective evaluative practice occurs across all areas of practice
  • Teacher observes, listens to and learns from colleagues of his/her teaching practice
  • Positive change occurs
  • Professional relationships maintained
  • Demonstrate tolerance of varying attitudes beliefs and cultures
  • Reading log – list of professional readings
  • Feedback from observations
  • Students are exhibiting high-level skills
  • Students offer a range of opinions
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