This thesis presents a practitioner-led, self-study action research project investigating the role of equitable teacher questioning in fostering inclusive, dialogic classroom discussions in an Irish Sixth-Class primary setting. Rooted in the values of fairness, equity, inclusion, and relational pedagogy, the study addresses the persistent gap between pedagogical theory and actual classroom practice regarding teacher questioning. Drawing on national and international literature, the research critiques current questioning practices within the Irish context, highlighting a systemic overreliance on lower-order, teacher-centred questioning despite policy endorsement of more dialogic, enquiry-based methods. Using an action research approach, the study involved the design and implementation of targeted questioning interventions over ten weeks. Data was collected through semi-structured interviews, surveys, reflective journals and semistructured observations. The intervention strategies of Wait Time. Exit Post-it :~. Pose. Pause, Pounce, Bounce (PPPB), "If this is the answer; what is the question?" (ITITA), Table Arrangements, and Lesson Plan Question Cards were designed to enhance pupil voice, improve equitable participation, and support higher-order thinking. Thematic Analysis, supported by triangulation, was employed to analyse the impact of these strategies on classroom discourse. Findings reveal that deliberate, relationally driven questioning significantly improves pupil engagement, diversifies participation, and enhances critical thinking. Moreover, reflective teaching practice, informed by action research cycles, facilitated a transformation in the researcher's professional identity and alignment with professional values. The research underscores the importance of teacher agency, professional reflection, and sustained professional development in bridging the gap between theory and practice. The study concludes with practical recommendations for embedding equitable questioning within mainstream classroom routines and offers insights for policy development, teacher education, and future research. This thesis contributes to the growing field of practitioner research by demonstrating how contextually grounded, reflective enquiry can lead to meaningful pedagogical change.