Collaborative inquiry as an authentic form of professional development for preschool practitioners

Abstract

The purpose of this case study was to propose collaborative inquiry (CI) as counterdiscourse in professional development literature by acknowledging the multiple forms of personal and professional knowledge of five preschool practitioners. Data were collected from transcripts of CI group meetings, semi-structured participant interviews, researcher field notes, and observations during classroom visits and meetings with participants. In the findings practitioner goals and research questions, conversation and small talk, informal and shared readings, student documentation and artifacts, and collaboration were identified as important tools and processes as group members engaged in CI alongside participation in a voluntary quality improvement rating system at their preschool.

Keywords:

• Collaborative inquiry
• professional development
• preschool education
• early childhood education

Acknowledgements

I would like to express my gratitude to Martha Lash, Janice Kroeger, and Susan Iverson for their support and feedback on early versions of this work. I would also like to thank my graduate assistant, Alyssa Estremo and the wonderful participants of this study. Finally, many thanks to my editors and the anonymous reviewers whose comments helped to advance this manuscript.