p4cHI International Journaling and Self-Study Project

In August of 2016, a team of p4cHI researchers and practitioners will begin the second phase of their international journaling and self-study project. The purpose of the project is to oinvestigate the following research question:

What leads to a pre-service/in-service teacher’s ability to truly plan and implement “inquiry” in their classroom? Is there a common developmental pathway that most teachers go through on their journey to understand and embody inquiry based teaching? 

The project will use self-study methodologies to create an intellectually safe online journaling community so that the group can collectively engage in a “systematic and critical examination of [our] actions and [our] context as a path to develop a more consciously driven mode of professional activity” (Samaras & Freese, 2006, p. 11). The participants will include six p4cHI community of inquiry practitioners from five different countries. The project will emphasize self-reflection, dialogue, professional and personal growth, and learning about the cross-cultural relationships and connections that are being made between each of the international p4cHI practitioners involved.