What are the facilitating conditions that support teaching as inquiry (TaI) for secondary technology teachers who are middle leaders in greater Christchurch?

This study aims to propose ideal conditions for Technology teachers to develop effective philosophies enabling them to focus on activities that promote successful learning. This research examines how selected secondary Technology educators, exemplify aspects of Teaching as Inquiry (TaI) effective pedagogies, that support the generation and development of successful philosophies. By identifying five common traits or characteristics, this study enquires what it is they do that supports successful teacher philosophy, generating positive outcomes for learners. It explores how and why Technology teachers have developed this approach, how these traits are connected and inter-related to attitudes and the resulting dispositions they hold, and the philosophies they have developed. In the quest for sustainable conditions, enabling and inhibiting influences are also investigated. To be fully inclusive of all aspects influencing TaI practice, aspects outside the location of individual inquiry are explored: How individual TaI exists within school culture, faculty, senior administrative and management philosophies within systems where the teacher is employed, and how TaI practice exists within wider national policy. It explains how TaI in New Zealand, appears to flourish within a foundation of Culturally Responsive Pedagogies. It also suggests a simple re-consideration around the nature of individual learners, and how their needs to develop responsive and effective pedagogies, seeing a different ‘new construct, end-goal’ of future focussed schooling, could conflict with immediate current assessment, and compliance needs. This study concludes by suggesting a set of ideal facilitating conditions that together could enable the development of philosophies supporting the effective pedagogies of Teaching as Inquiry