Summary

This action learning style evaluation of the Australian Government Quality Teaching Program (AGQTP) aimed to investigate the conditions which influence teachers’ implementation of an inquiry-based approach to changing teaching practice. The evaluation of 50 action learning projects implemented in 82 NSW government schools involved survey of action learning schools, the examination of school project self-reports, analysis of mini-journals and case studies. The authors concluded that the inquiry-based approach (action learning), combined with the NSW model of pedagogy promoted, for example, collaboration and fostered reflection, facilitated ongoing change, cultivated quality teaching and stimulated changes to practice. The report also identified assisting and constraining factors in the implementation of inquiry-based approach in teaching practice.