This article presents a qualitative case study of two secondary school biology teachers who aligned their teaching to inquiry through an extended professional learning community (PLC) program. The case study used an inquiry-based knowledge mobility model developed within a sociocultural learning theory (SLT) framework, specifically, the zone of proximal development (ZPD). Data were collected from four PLC meeting transcripts, two lesson observations, and two post-lesson reflection interviews. Four main inquiry-based themes directly emerged from PLC dialogue: scaffolding student agency, phenomenon-based learning, prioritizing process over right answers, and managing students’ preconceptions. Overall, results from the ZPD component of SLT indicated that one teacher’s pedagogical shift was mainly driven by his willingness to take conceptual risks, whereas the other teacher was procedurally driven. The cyclical model challenges traditional views on professional learning and highlights the role of teachers’ epistemological stances on inquiry teaching. This study offers guidance for designing PLCs that support authentic inquiry-based learning in secondary school science classrooms.
Anogwih et al. (Thu,) studied this question.