Creating a common discourse on practitioner inquiry as stance

Abstract

AbstractPractitioner Inquiry (PI) is the systematic, intentional study of one's professional practice. It makes reflective teaching visible and actionable. In this article, we reflect on our experiences as practitioner researchers across elementary, secondary, and teacher education and engage in critical conversations with one another to present a common discourse around the complexities of PI. We elucidate the ways that PI positions literacy educators as self‐directed learners, agents of change, and storytellers to recenter literacy teaching and learning.