The Role Of Teachers In Enhancing Their Professional Capacity Through Inquiry

Abstract

This qualitative research aims to assess the level of engagement among educators in inquiry-based professional development. The study examined teachers' perspectives, experiences, and challenges regarding professional development programs using classroom observations and in-depth interviews. How much they participate and what effect they think it has on classroom learning are the primary foci of the research. By incorporating research and an inquiry-based pedagogy into their course work, schools that place a premium on research want to train teachers capable of reflective practice. Unfortunately, there is a lack of information about the program's alumni' personal improvement and academic accomplishment. Seven first-year teachers from Dutch academic teacher preparation programs were the subjects of this study, which aimed to assess how inquiry-based practice developed among them. These graduates and their school officials were questioned during a three-year period. As students and the school go through inquiry-based learning, their involvement in the program rises in the organisational hierarchy. Educators could benefit from inquiry-based learning in a number of intriguing ways, according to researchers. While there are still challenges with time and resistance to change, the results show that inquiry-based professional development promotes cooperation and reflective practice. Findings may inform future professional development (PD) initiatives with the goal of raising student accomplishment via more active participation from teachers and the adoption of inquiry-based pedagogy.