17.4 Inquiry-Based Learning
Inquiry learning is a learner-centered, learner-directed pedagogy that involves
students making decisions regarding what learning is important to them, what
resources they will need, and what actions they will take to achieve their learning
goals (Blessinger and Carfora 2014 ). Through the process of inquiry learning,
students construct knowledge and understanding, becoming increasingly more
self-sufficient and responsible for their own learning (Blessinger and Carfora 2014 ;
Spronken-Smith et al. 2008 ). Advantages of inquiry learning include increased
participation of students in the learning process, more active and participatory
learning, a focus on authentic learning, better alignment to career aspirations, a
focus on the skills required for higher order thinking, and the promotion of skills
required for life-long learning, particularly around knowledge production
(Blessinger and Carfora 2014 ).
In a study investigating an interdisciplinary inquiry-based learning project across
an educational psychology and a social work program in Scotland, Hannah et al.
( 2014 ) found that inquiry-based learning facilitated the development of professional
identities while fostering interdisciplinary learning and collaboration. In particular,
respondents in the study reported an increased awareness and understanding of
other professional roles, a valuing of differing perspectives, and an increased
commitment to collaborative practice. Inquiry learning approaches have been
shown to support interprofessional teaching and learning (Hannah et al. 2014 ), and
promote higher level learning (Richmond et al. 2015 ).
In the Specialist Resource Teaching program, the rationale for including
inquiry-based learning as a design element was to facilitate a student-centered and
research-based approach to life-long educational development. This approach
enables resource teachers to experience the processes of knowledge creation and
equips them with the skills and values to think critically and adapt to change in their
workplace. It facilitates the move to self-directed learning and the development of
skills in self-reflection, as it is driven by interest and relevant work-related questions
and problems. It aligns with a collaborative approach, community involvement,
fieldwork, or practicum as well as an interprofessional focus.
Inquiry learning in this program was framed as being both“information-
oriented” as well as“discovery oriented” (Levy 2009 ). As such the learning
experiences ranged from structured inquiry (teacher-directed), scaffolded inquiry
(teacher-guided), as well as open inquiry (learner-directed). Traditional training
models were redesigned to enable the teachers to set their own learning agenda,
depending on the context of their work environment, their interests, and their
previous experience. Teachers set their own learning goals that meet the compe-
tencies of the program, thus individualizing their learning for their needs and set-
tings. To facilitate this, the program uses a“flipped”delivery approach, whereby
extensive curriculum content for all competency areas is open to all teachers at all
times. This content is presented in the online learning environment (which uses
Moodlesoftware) and covers a greater depth and breadth than is required for any
260 M. Mentis and A. Kearney