A Theoretical Model of Collaborative Inquiry-Based Group Development Process

This chapter develops a theoretical model of a collaborative inquiry-based group development process with a grounded theory approach. The purpose of this research study is to examine how educators engage in collaborative inquiry-based group development processes that transform their professional identity and pedagogical practices. Qualitative research data comes from the Livingstone Inquiry Group (LIG) in Vancouver, Canada. It is a longitudinal case study of inquiry-based pedagogies (IBPs) in a community of learners. They started in 2007 with members representing K-12 teachers, resource staff, administrators, higher education, and union organizations. The model outlines generative dynamics between social capital and relational learning which support pedagogical paradigm shifts in the group’s collaboration. Implications of this study provide direction for research regarding inquiry-based learning in higher educational institutions as an important forum for sustainable professional development of teachers as life-long learners.