Exploring Inquiry-Based Approaches to Teaching and Learning: Educators’ Perspectives on the Implications of Inquiry Pedagogy in Ontario Elementary Classrooms

The purpose of this qualitative research study was to investigate and address the outcomes, benefits and challenges of inquiry-based teaching and learning in Ontario elementary classrooms. This study aimed to answer the following question: How is a small sample of elementary school teachers fostering an inquiry-based learning culture in their classroom, and how are they aligning assessment to this learning process? Data was collected through face-to-face semi-structured interviews with two elementary school teachers, working in Peel District School Board schools. The overarching themes that emerged as a result include the establishment of diverse and equitable education through inquiry-based teaching practices. This instructional approach has been identified as supporting student curiosity, life-long learning, and embracing a Universal Design for Learning model as well as principles of culturally relevant and responsive pedagogy that ensures success for all students. The implications of these findings for the educational community suggest a need for school boards and school administrators to create policies, offer strategies and resources to support teachers in developing effective opportunities for inquiry programming