Teachers' inquiry-based attitude as an objective in teacher education

The development of Inquiry-Based Attitude is internationally accepted as an essential new objective in educating and professionalising teachers. This emphasis on developing Inquiry-Based Attitude is important in a dynamic labour market that requires lifelong learning. Theoretical notions reflect the importance of Inquiry-Based Attitude as a facilitator of teachers’ ability to continuously and sustainably renew their professional teaching performance and develop innovative practice (Cochran-Smith & Lytle, 2009; Cochran-Smith & Zeichner, 2010; Leeman & Wardekker, 2014; Mason, 2009; OCW/EZ, 2009; Onderwijsraad, 2014). This issue of continuation and sustainability from a lifelong learning perspective needs particular attention in teacher education (Hargreaves, 2003). After all, teacher educators play a key role in training teachers whose impact on learning outcomes has been convincingly proven (Hattie, 2003), and contribute to a nation’s economic growth (Barber & Mourshed, 2007; Mourshed, Chijioke & Barber, 2010). Teacher educators therefore have a responsibility to train teachers who will improve and sustain the quality of their professional performance throughout their career (Barron & Darling-Hammond, 2008; Kuijpers, 2012). An Inquiry-Based Attitude as part of teachers’ professional identity is necessary for the continuous professional development expected of them.