An Inquiry Based Continuing Professional Development Program: how to make the first Steps?

Michel Grangeat (1)

1 LSE - Laboratoire des Sciences de l'Éducation (Grenoble)

Research findings concur in demonstrating both that collective settings spur teacher development, and that changes in teacher approaches and practices depend on some conditions (Grangeat, 2012). These conditions specify a new way for teacher training. This kind of collaborative settings is frequently called 'Inquiry Based Continuing Professional Development program' since all the actors involved in this IB-CPD program endeavour to resolve the common problem but any of them know the solution of this problem. This paper addresses a specific IB-CPD program that involves teachers from two lower secondary and four primary schools within a urban sector in France. A first question is to describe and understand the basis and the structure that underpin this programme. A second question is to figure out a set of variables that will be monitored in order to regulate and evaluate the program efficiency.

Mots clés: professional development; teacher collaboration; activity theory

Domaines: Education

Michel Grangeat. An Inquiry Based Continuing Professional Development Program: how to make the first Steps?. European Conference of Educational Research, Sep 2013, Istanbul, Turkey. ⟨halshs-00990075⟩