Engaging In-Service Early Childhood Educators in Collaborative Inquiry: Challenging One-Size-Fits-All Professional Development

• In Event: Unforgetting Histories and Imagining Futures in Early Childhood Teacher Education

Abstract

This study uses Participatory Action Research and Collaborative Inquiry to explore how in-service early childhood educators generate and investigate their own questions through a co-constructed professional development process. Eight teachers from a Washington state early learning center engaged in monthly collaborative meetings to reflect on their practices and address shared challenges. Data sources included surveys, meeting transcripts, artifacts, and agendas. Constant comparative analysis revealed two central themes: intentional and reflective curriculum design, and the complexities of mentorship. Findings underscore the value of inquiry-driven, relational professional learning, challenging standardized, one-size-fits-all approaches by highlighting educator agency and collective reflection. The study provides insights into teacher growth and supports more responsive, equitable, and contextually grounded professional learning in early childhood education.

Authors

• Meilan Jin, Western Washington University

• Margarita Ruiz, Western Washington University