This study investigates the role of inquiry-based practices in teachers' professional development; in particular, this research sheds light on the function of inquiry as it is emerging in a national professional development network, the National Writing Project (NWP). Further, this study focuses on the structures, activities, and roles that are necessary in order to support teachers' development of an inquiry stance. This research draws from theoretical frames developed within the field of cognition, particularly situated learning and communities of practice, and from conceptual frames of knowledge and inquiry provided by research in professional development. This dissertation uncovers descriptions of inquiry and the affordances of the various practices labeled inquiry.

The study contributes to understanding the material and social conditions of professional development that lead to teachers' embracing inquiry as stance. A portion of the study includes document analysis of 182 writing project sites; this analysis sheds light on a variety of practices described as inquiry by writing project directors. Further, this research offers a case study of one writing project site, an early innovator in the move to make inquiry more central to the NWP professional development model. This focal site affords an examination of teacher participation in the professional development structures and activities. The findings from this focal site suggest that the routines and participation structures afford the possibility for teachers to develop an inquiry stance. However, through an analysis of two focal teachers from this site, this study also highlights the tensions that arise as teachers are asked to identify as both expert and learner as they develop a stance of inquiry.