A steep hill to climb: lessons from professional development on inquiry creation

Abstract

Purpose

In the Fall of 2020, three teacher educators in Ohio collaborated on a three-month long online professional development series on how to write Focused Inquiries, a la the Inquiry Design Model (IDM).

Design/methodology/approach

The authors detail the contents of the six group professional development (PD) sessions and share the lessons that the authors learned as a result of leading this training.

Findings

Given this study’s mixed results, the authors often came back to the questions of “maybe it was us? Maybe it was the pandemic? Maybe there wasn’t enough training? Or maybe IDM creation isn’t a skill that all teachers possess and maybe that’s ok?” The authors share the struggles with these questions and situate all of this within the current culture wars raging around schools today.

Originality/value

Finally, the authors offer the current approach to inquiry training for teachers that situates inquiry creation later in the process after significant structured introductory work.

Citation

Kaka, S.J., Colley, L.M. and Suskey, R. (2023), "A steep hill to climb: lessons from professional development on inquiry creation", Social Studies Research and Practice, Vol. 18 No. 2, pp. 110-120. https://doi.org/10.1108/SSRP-01-2023-0003