Comprehending The Function Of Educators In Professional Development Through Investigation

Abstract

The purpose of this qualitative study is to evaluate how actively teachers participate in professional development that is based on inquiry. Through classroom observations and in-depth interviews, the research analysed teachers' viewpoints, experiences, and obstacles related to professional development programs. The main focusses of the study are their degree of participation and how they feel it impacts classroom learning. Teaching programs that prioritise research in their curricula aim to produce educators who can engage in reflective practice via the use of research and an inquiry-based pedagogy. It is unfortunate that there is a paucity of data about the academic achievement and personal growth of program graduates. This research sought to evaluate the development of inquiry-based practice among seven first-year teachers from academic teacher preparation programs in the Netherlands. Over the course of three years, we interviewed these grads and their school administrators. Depending on the traits of both the students and the school as a whole, their participation in inquiry-based learning moves up the organisational ladder. Researchers have found several interesting ways that educators might use inquiry-based learning in the classroom. Despite the fact that time and opposition to change are still issues, the findings demonstrate that inquiry-based PD encourages reflective practice and collaboration. Based on the results, professional development (PD) programs may be better planned and implemented to increase student achievement via increased teacher involvement and the use of inquiry-based methods.