LAUSR

Abstract Teachers are increasingly engaging in inquiry through questioning, investigating, reflecting, and using data about their own practice and the functions of their departments and schools. The purpose of this study was to explore how inquiry is conceived in the literature and how it was enacted and experienced by New Zealand high school teachers. The literature on inquiry often conveys conflicting advice, competing demands, and contradictory purposes. Using interviews with a purposive sample of educators, this paper suggests that inquiry is a central, yet contested, concept; teachers feel tension when enacting inquiry; and their inquiry processes occasionally slip into accountability.