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This paper explores the idea of thinking skills approaches as tools for pedagogical inquiry and in so doing seeks to develop the link between the promotion of inquiry-based learning, which is a central tenet of thinking skills, and inquiry-based teaching as an approach to professional development and school improvement. The first part of the paper examines the impact of teaching thinking skills on teachers by drawing upon a systematic review of research evidence. The second part of the paper sets the characteristics identified in the context of research into teachers' development and considers the contribution of a pedagogy based on thinking skills approaches to continuing professional development.