TEACHERS' ROLE IN DEVELOPING THEIR PROFESSIONAL CAPACITY VIA INQUIRY

Abstract

This qualitative research aims to provide an assessment of educators' engagement in inquiry-based professional development. Examining teachers' perspectives, encounters, and challenges with professional development initiatives, the study used classroom observations and in-depth interviews. Their level of engagement and the effect they perceive it has on classroom learning are the primary foci of the research. Producing teachers capable of reflective practice via the use of research and an inquiry-based pedagogy is the primary objective of teacher preparation programs that place a heavy emphasis on research. Unfortunately, statistics on the academic success and development of program graduates are lacking. Seven first-year teachers from academic teacher education programs in the Netherlands were the subjects of this study, which aimed to analyse the development of inquiry-based practice. Interviews with these graduates and their school officials spanned three years. Their involvement in inquiry-based learning progresses from the classroom to the school's organisational level on the basis of individual and organisational characteristics. Insights from the research provide ways that teachers might improve their inquiry-based practice in the classroom. The results show that inquiry-based PD promotes reflective practice and teamwork, even while time and resistance to change are still problems. The findings help optimize professional development (PD) design and execution to promote teacher engagement and inquiry-based approaches, which in turn enhance student successes.