Genuine inquiry: Widely espoused yet rarely enacted

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Show simple item record Le Fevre, Deidre en Robinson, Viviane en Sinnema, Claire en 2017-05-28T23:52:40Z en 2015 en
dc.identifier.citation Educational Management Administration and Leadership 43(6):883-899 2015 en
dc.identifier.issn 1741-1432 en
dc.identifier.uri en
dc.description.abstract The concept of inquiry is central to contemporary discussions of teacher and leader professional learning and problem solving in interpersonal contexts. However, while few would debate its value, there has been little discussion of the significant challenges inherent in engaging in genuine inquiry. In this article, we distinguish between genuine and pseudo-inquiry, and define the former as motivated by an open-minded stance and desire to learn. We argue in our literature review, that while both forms of inquiry may share the same linguistic features, deeper analysis of underlying thoughts and motives is required to distinguish the two types of inquiry. We then report a descriptive study of how 13 school leaders (in a simulated setting) inquired into their concerns about a teacher’s behaviour. The analysis of their conversation transcripts showed that they engaged in limited genuine inquiry. Leaders’ capacity for genuine inquiry was constrained by their judgmental thinking, tendency to avoid negative emotion and desire to maximize staying in control of the conversation. Implications for further research on inquiry and for leadership development are discussed. en
dc.publisher SAGE Publications en
dc.relation.ispartofseries Educational Management Administration and Leadership en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from en
dc.rights.uri en
dc.title Genuine inquiry: Widely espoused yet rarely enacted en
dc.type Journal Article en
dc.identifier.doi 10.1177/1741143214543204 en
pubs.issue 6 en
pubs.begin-page 883 en
pubs.volume 43 en
dc.description.version AM - Accepted Manuscript en
dc.rights.holder Copyright: SAGE Publications en
pubs.end-page 899 en
dc.rights.accessrights en
pubs.subtype Article en
pubs.elements-id 381124 en Education and Social Work en Learning Development and Professional Practice en
dc.identifier.eissn 1741-1440 en
pubs.record-created-at-source-date 2014-10-16 en 2014-10-27 en

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