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Welcome to Inq (pronounced “ink”), a full-service online support and networking system for practitioner inquirers developed with support from the Lastinger Center for Learning in the College of Education at the University of Florida.  One of the initiatives in UF’s College of Education is a commitment to work with and for educators, engaging in scholarship to solve problems of practice with the ultimate goal of improving learning conditions for adults and students alike.  To these ends, the College of Education at the University of Florida is a leader in promoting and supporting practitioner inquiry.

Hence, this site was designed to offer support to teachers, principals, and other school and district-based administrators who wish to engage in systematic, intentional study of their own teaching and administrative practice.

Features of Inq include:

  • a succinct overview of the inquiry process, including stories of inquiry in action,
  • a report on the history of the practitioner inquiry movement,
  • support tools and suggested resources to help inquirers each step of the way,
  • an inquiry data-base that includes summaries of practitioner research searchable by grade level, subject-area, and topic,
  • an inquiry celebration page that provides guidance for creating your own practitioner inquiry conference, and
  • a space for practitioners conducting inquiry as a part of their work with UF’s Lastinger Center to enter information for their district learning showcases.

If you are a teacher or administrator engaging in practitioner inquiry, this website offers valuable resources to help you get started and refine your skills as a practitioner researcher.  As a result, Inq:

  • responds to the need for online educator learning communities that make the practices of teaching visible, supported and public.
  • allows for a knowledge base about teaching to be constructed, studied and stored over time by practitioners themselves.
  • creates the opportunity for communities of practitioner scholars to learn together, assess their work and the work of their students, engage in collegial discourse about key educational issues, and act as agents for the continual improvement of learning conditions for adults and students alike.

In sum, Inq provides virtual space for the principles of practitioner inquiry to be meaningfully embedded and normalized into the practices of teaching and schooling.

So, as you embark on and continue any practitioner research endeavor, always remember to think Inq!