Teaching as Inquiry: Teachers Understanding and its Implication for Teaching and Learning

Isaac Buabeng, Clara Akuamoah-Boateng


Teaching as inquiry (TAI) is described as a component of effective pedagogy that has significant impact on learning outcome. Based on this premises, the study sought to examine TAI and its implications for teaching and learning in the Cape Coast Metropolis, Ghana. The descriptive survey design was adopted for the study and a sample of 160 basic school teachers was selected from three circuits within the Cape Coast Metropolis. A questionnaire and an interview guide were used in collecting the data for the study. Data obtained from the questionnaire were analyzed using descriptive statistics (frequency count, percentages and means and standard deviations) whereas the interview data was transcribed and presented by doing thematic analysis. The study revealed that majority of the respondents had knowledge about TAI. In addition, the study showed that the teachers engaged in TAI practices such as reflecting and questioning their methods of teaching, identifying the academic needs of students before planning instruction and engaging in projects and research concerning the subject and content to be delivered. Findings from the study showed that teachers who participated in the study have embraced the concept of TAI very well and considering how they can mentor and lead others. It was recommended that the Cape Coast Metropolitan education office should organize intermittent workshops and training for teachers on TAI to help teachers build specific skills and refinements for reflection and action and planning strategies to support learners to learn specific things (content or skills) that teachers can specifically monitor in terms of student outcomes.

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DOI: https://doi.org/10.5430/wje.v9n6p45

Copyright (c) 2019 World Journal of Education


World Journal of Education
ISSN 1925-0746(Print)  ISSN 1925-0754(Online)

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