Practitioner Inquiry in Contemporary PDS (Professional Development Schools): Insights From a Systematic Review of PDS Literature

• In Event: School-University Partnerships: Past, Present, and Future

Abstract

Publications about practitioner inquiry in Professional Development Schools (PDSs) tend to emphasize localized descriptions of PDS practice. This tendency creates a tension between valuing knowledge generated through practitioner inquiry and valuing knowledge about practitioner inquiry. This paper addresses that tension by highlighting localized descriptions while constructing an up-to-date perspective on practitioner inquiry in PDSs. The authors conducted a systematic review of descriptions of practitioner inquiry in PDS literature published between 2008–2022. The paper provides an overview of the foundations of practitioner inquiry in PDSs. The review’s method is described, then its findings are presented through a five-part typology of ways practitioner inquiry was commonly positioned. The paper concludes by discussing future directions for research about inquiry in PDSs.

Authors

• Rachel Wolkenhauer, Pennsylvania State University

• Logan Rutten, University of North Dakota