Collaborative action research for inclusive teacher professional learning in early childhood education

Abstract Inclusive Early Childhood Development and Education (ECDE) requires teachers with the knowledge, skills, and professional agency to respond effectively to diverse classrooms. Despite policy commitments to inclusive education across Africa, many ECDE teachers experience inadequate preparation, fragmented professional development, and limited institutional support. Collaborative participatory action research (PAR) offers a promising approach to teacher professional learning, yet evidence from African contexts remains limited. This study examined how collaborative PAR influenced inclusive teaching competencies among ECDE teachers participating in a regional professional learning initiative across six countries in Southern and Eastern Africa. A qualitative PAR design involved 35 purposively selected teachers over 12 months. Data from project reports, reflective journals, and focus group discussions were analysed using reflexive thematic analysis. Findings indicate that collaborative inquiry strengthened teachers' understanding of inclusive education, confidence in adapting pedagogy, professional agency, and culturally responsive teaching grounded in local languages, indigenous knowledge, and community participation. The initiative also stimulated institutional reflection and continuing regional professional relationships. Collaborative PAR can strengthen inclusive teacher professional learning by positioning teachers as contributors to professional knowledge and agents of educational change. Embedding collaborative inquiry within teacher education and continuing professional development may support contextually responsive inclusive practice in resource‐constrained settings.