A Scoping Review of Collaborative Inquiry as a Professional Learning Structure for Educators

• In Event: 61.051 - Professional Learning Communities for Teacher Development

Abstract

Collaborative Inquiry (CI) has emerged as a dominant structure for educator professional learning that engages teachers in collaboratively investigating focused aspects of their practice. However, despite the increased presence of CI, research on CI frameworks has yet to be consolidated. The purpose of this scoping review was to examine literature on the structure, challenges, and benefits of CI. In total 42 sources were analyzed in relation to (a) CI characteristics, (b) supports and resources, (c) empirically supported benefits, and (d) enactment challenges. The review found that CI research is highly practical, describing CI steps or case study examples, and serves a 'how to' function for engaging in CI projects. The paper concludes with identified areas for future CI research.

Authors

• Christopher DeLuca, Queen's University - Kingston

• Ulemu Luhanga, Emory University

• Jason Shulha, Queen's University - Kingston

• Lyn Shulha, Queen's University - Kingston

• Theodore Christou, Queen's University

• Don A. Klinger, Queen's University - Kingston