How can I improve my practice as a science teacher through the development of my pedagogical ‘inquiry’ skills?

Since my days as a novice teacher, I have always asked myself: ‘How do I improve what I am doing?’ When I started my doctoral studies, I engaged in critical reflection and reflexivity on my pedagogical practices, and, in the spirit of Alice in Wonderland, became “curiouser and curiouser” about ‘inquiry’ and why it requires a prominent position in my practice. It tells the story of the development of my knowledge, understanding, and educational practice as I researched to improve my pedagogical ‘inquiry skills’. This article builds on my doctoral studies. The process of writing this article has enabled me to develop my understanding of Living Educational Theory Research, drawing on my Action Research work, and share my explanation of the importance of conducting it. Using my lived experiences of my doctoral studies, I narrate what I have done to explore and answer questions, with particular regards to pedagogical practices of inquiry in my home country of Malaysia. This article explains how, my epistemic beliefs and values, pedagogical knowledge, and practices as a science teacher improved. I now see myself, as a teacher-researcher, working towards and living my values, and recognising the impact that this has had on my current practice as a teacher educator. I continue to reflect upon, question, and evaluate what I do as I constantly seek to live my values in my practice.

Syafiq Mat Noor UCL Institute of Education, UK & University of Leeds, UK.

ORCHID iD 0000-0003-4123-7357

CC BY-NC

Copyright: © 2023 Mat Noor. This is an open access article distributed under the terms of the Creative Commons Attribution Non-Commercial License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original author and source are credited.

Submitted 27/07/2022 Accepted for publication 19/10/2023