Transforming a synchronous community of collaborative critical inquiry into co-performing construction of professional development in education

ABSTRACT

This paper reports a university instructor’s critical evaluative rethinking for inspiring teaching and re-development of a course for schoolteacher professional development at times of crisis, from local socio-political movements to the global COVID-19 pandemic. The instructional mode was expected to revitalise schoolteachers’ collaborative critical inquiry in multiple digital realities of a synchronous blended learning community when university campuses and schools were closed during the pandemic. A qualitative case study was adopted to evaluatively, critically, and collaboratively unpack the effects of rethinking in response to the challenge. The participants included the instructor and 25 schoolteachers. The findings highlight the inspired rethinking of synthesising emerging elements of collaborative critical inquiry in connection to the philosophical underpinning and practical structure of the Community of Inquiry framework. The course was innovatively infused with the interdependent presences of the framework towards transactional cycles of professional teaching and learning in the community. This sheds new light on the effects of co-performing construction of teaching towards deep learning experiences on professional development. The main implication of the co-performing construction is trustful cohesion of common professional identity for professional development across educational levels.

KEYWORDS:

• A dual teaching role
• collaborative critical inquiry
• community of inquiry
• co-performing construction of professional development
• transactional cycle

Disclosure statement

No potential conflict of interest was reported by the author(s).