Ways of Teachers/Educators’ Continuous Professional Development: A Poetic Inquiry

University-school collaboration<br /> for university and school teachers’<br /> continuous professional development<br /> seems to be an overlooked research area<br /> in Nepal.<br /> This study explores<br /> ways for university and school teachers’<br /> Continuous Professional Development (CPD)<br />  through a university-school partnership project,<br /> Continuing and Professional Education Program (CPEP).<br /> With emancipatory intent,<br /> CPEP Coordinator and university teacher,<br /> I, conducted focused group discussions with stakeholders<br />  and workshops with teachers adapting the action research design.<br /> Through workshops,<br /> teachers contextualized curriculum,<br /> adapted progressive pedagogical approaches,<br /> developed a school-based formative assessment model,<br />  strengthened teacher-student relationships, and<br /> improved SIP as/for continuous professional development.<br /> In this process, I explored<br />  the four ways of continuous professional development:<br /> analyzing curriculums, adapting participatory assessment,<br /> enhancing action research skills, and improving envisioning practices.<br /> I adapted poetic inquiry<br /> to make sense of my auto/ethnographic story<br /> from the reflected information and for performance<br /> or presentation.