28/08/2026
ASTA asserts that pedagogy should not be about a polarising debate of inquiry vs explicit teaching but rather about knowing which one to use for the right moment, for the right amount of time to deliver the greatest impact.
How do teachers know how to get the balance right? It is the responsibility that is bestowed upon them, and rightfully so, according to AITSL Professional Standard 1: know your students and how to teach them.
💡 Standard 1 reinforces that we inherently trust our qualified practitioners to select the right conditions for learning.
🤸 Teachers are exceptional at performing 'pedagogy gymnastics' - showing agility and expertise when it comes to pedagogy selection. That is the strength of the teaching profession and ASTA is cautious about the over-standardisation of pedagogy that can reduce teacher professional autonomy needed for diverse learners.
We encourage you to read our position paper to fully understand the various pedagogies available in a teacher's toolbox and the myths around them.
https://asta.edu.au/wp-content/uploads/2025/07/ASTA-Position-paper_-Inquiry-vs-Explicit-teaching-2025-7.pdf
🚫 Inquiry is not chaotic or discovery learning. It is a necessary pedagogical approach to begin to wonder, develop critical thinking and construct meaning. Inquiry is also not referring to scientific inquiry. That is a different matter altogether.
🚫 Explicit is not rote-learning or scripted lessons. These standardised practices don't necessarily require a qualified teaching professional to implement. Students are not empty vessels. Explicit teaching is about using professional autonomy to craft a masterful, scaffolded lesson that is student-centred and responsive.
💭 We want to know what you think. Leave us a comment as we prepare for some speaking engagements on this subject.
