Dr Razia Fakir Mohammad
The study has been conducted over a period of six months during my participation in a certificate course on enhancing academic practices at the higher education level. The focus of analysis was to understand and analyse issues related to my professional journey of becoming a teacher. This case study discusses that a teacher’s engagement in a dialogical self-regulated inquiry is essential and provides a unique mode of teacher development at every stage. The findings indicate that continuous examining my teaching and learning experiences pushed me to re-establish and reaccelerate my journey towards becoming an effective teacher. My analysis suggests that to promote self-inquiry approach relationship between work culture, teaching and professional development support needs to be strengthened in terms of its conduct, quality, purpose and use.
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