Author Biography

Elizabeth Currin is a Ph.D. candidate in Curriculum, Teaching, and Teacher Education at the University of Florida. Her research interests include practitioner inquiry, the history of education, and cultural representations of teachers. Prior to doctoral study, Elizabeth was a high school English teacher.


Over the years, practitioner research has been both marginalized and trivialized within the larger educational research landscape. This article challenges that exclusion by tracing the emergence and development of the inquiry stance construct. Understanding the origins of teacher inquiry can contribute to its cultivation and ultimately lend a necessary rigor—or better yet, vigor—to practitioner research. Indeed, inquiry as stance endures because it is far more than a best practice or ready-made technique. Deeply ontological and epistemological, an inquiry stance enables educators to transform their teaching for the sake of all learners in the face of an ever-changing educational landscape.