What Teachers Can Do With the Right Kind of Professional Development

Inquiry-based learning (IBL) is a powerful teaching method that engages students by encouraging curiosity, problem-solving, and critical thinking. Yet, despite its many benefits, one of the biggest challenges to implementing IBL in classrooms is ensuring that teachers feel confident and prepared to use this approach. Unfortunately, many school districts fail to provide sufficient professional development (PD) focused on content-based and inquiry-driven teaching strategies, which leaves educators feeling unsure about how to effectively integrate IBL into their lesson plans.

One of the reasons districts struggle to offer comprehensive PD in IBL is the overwhelming focus on general pedagogical strategies rather than subject-specific methods. While it is important for teachers to understand the broad frameworks of IBL, they also need training that shows them how to adapt these strategies to their specific subjects. For example, a history teacher implementing IBL will approach lessons differently than a science teacher. Without access to PD that directly addresses these differences, teachers may find it difficult to transition from traditional, lecture-based instruction to more student-centered approaches.

Moreover, many professional development sessions are too short to truly dive deep into inquiry-based methodologies. According to research, effective PD requires sustained, ongoing support rather than one-off workshops. Teachers need opportunities to practice new techniques, collaborate with colleagues, and receive feedback over time. Yet, schools often lack the resources or time to provide such comprehensive support .

In addition to this, professional development should not only focus on inquiry but also content-specific applications. For example, history teachers might benefit from PD that connects historical inquiry with primary source analysis, while math teachers could use training on inquiry-based problem-solving. Unfortunately, the current landscape of professional development tends to favor generalized, one-size-fits-all approaches .

To successfully implement inquiry-based learning, districts need to offer teachers PD that is both content-rich and inquiry-centered. Teachers need access to sustained, collaborative training where they can experiment with IBL strategies, get feedback, and discuss subject-specific challenges. By investing in meaningful PD, schools can empower educators to create more engaging, dynamic classrooms that encourage students to think critically and take ownership of their learning.