Chapter 5: The Identity of the Teacher as an Inquirer

This chapter regarding the matter of the teacher viewed as an inquirer has three interrelated aims. First, we reviewed the main empirical contributions that describe a teacher’s characteristics as an inquirer. This aspect is critical because it is one pillar of support for the content of the second section. The discussion justifies the necessity of considering new perspectives to define practitioner inquiry. Second, we explored the dialogical self-theory’s theoretical foundations and its potentiality for characterizing the teacher-inquirer identity. To this purpose, some notions are in the core of the definitions, such as I-position, we-position, and teacher’s voices about inquiring. Finally, we ended the chapter by presenting the practical implications of our definition of teacher-inquirer identity’ and outlined three potential unexplored research threads.