Community-centric learning through practitioner inquiry
Bibliographic Data
| ID | 22430331 |
|---|---|
| Authors | Alma Fleet (0000-0001-9458-6767, Macquarie University, corresponding author), Anthony Semann (Advanced Medical Institute (Australia)) |
| Year | 2026 |
| Pages | 1-21 |
| Publication date | 2026-03-11 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Professional Development in Education (JOURNAL) |
| Journal identifiers | ISSN: 1941-5257 • E-ISSN: 1941-5265 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/19415257.2026.2639133 |
| OpenAlex | W7134897938 |
| Language | EN |
| References cited | 19 |
Valuing Relational Inquiry over time, this study invites consideration of the learning made possible through community-centric engagement. Drawing on a small Australian study, this paper demonstrates the power of practitioner inquiry as a change agent in educational settings and the benefits of inclusive participation in professional learning. Drawing on the perspectives of participants from a suburban public school in Victoria and two suburban preschools in New South Wales, the study highlights both the power of individual voices and the strength of the collaborative. Survey data offers participant profile information, while analysis of project summaries gives colour and depth to participant inquiries undertaken by individuals or small teams. Combining adult learning and professional development (term used in some citations), this exploration highlights the power of co-researching topics of personal and professional interest in sites valuing provocations, persistence and pedagogical growth. Supported by face-to-face input with whole teams, workshop facilitation, and online feedback, ideas were developed over time. This part of the study extends earlier research demonstrating the entanglement of communities of practice and community-centric thinking. Building on previous work and blending ‘lived experience’ with learning communities, individual voices strengthen data on the power of collaborative thinking for educational change.
Experiential learning · Faculty Development · Practitioner research · Professional development · Professional learning community · Qualitative research · Indigenous and Place-Based Education · Innovative Education and Learning Practices · Service-Learning and Community Engagement
Learning to teach science as inquiry in the rough and tumble of practice
A Review of Empirical Literature on Inquiry Professional Development
Effective Teacher Professional Development
The visibility of ethics within early childhood research; revised standards for our international community of practice
Eecera ethical code for early childhood researchers
Beyond the divide between cognition and discourse
Evidence of transformative leadership for inclusive practice
| Citation velocity | historical |
|---|---|
| Highly cited | No |