UNDERSTANDING THE ROLE OF EDUCATORS IN PROFESSIONAL DEVELOPMENT VIA INQUIRY

Abstract

The involvement of educators in inquiry-based professional development is assessed in this qualitative study. The research uses classroom observations and in-depth interviews to look at teachers' attitudes, experiences, and problems with professional development projects. The study's focus is on factors that influence their involvement and how they feel it impacts instruction. The goal of research-intensive teacher preparation programs is to produce educators who can reflect on their own practice as educators via the use of research and an inquiry-based pedagogy. However, there is a lack of data about the effectiveness and growth of these programs' alums in the classroom. The purpose of this research was to examine the growth of inquiry-based working among seven first-year teachers who had completed academic teacher education programs in the Netherlands. These grads and their school administrators were interviewed over the course of three years. Based on individual and organisational factors, their participation in inquiry-based learning moves from the classroom to the school's organisational level. The findings point to avenues for bolstering educators' capacity for inquiry-based practice in the classroom. Although challenges with time and reluctance to change persist, the findings demonstrate that inquiry-based PD fosters reflective practice and collaboration. In order to maximise student achievements, the results aid in optimizing PD design and implementation to encourage teacher engagement and inquiry-based tactics.