Journal of Transformative Praxis

Journal of Transformative Praxis, Volume 5, Issue 1, 2024, 76-85, https://doi.org/10.51474/jrtp/15758

Online publication date: Jul 04, 2024

Publication date: Dec 31, 2024

Views: 182 | Downloads: 78

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

CPD Auto/ethnography Teacher Educators Poetic inquiry

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3. Dhungana, P. (2022). Developing a living model of professional development of schoolteachers in Nepal: A collaborative epistemic journey [Doctoral dissertation]. Kathmandu University School of Education.
4. Dhungana, P., & Luitel B.C. (2022). Gyana/pragya paradigm for professional development of teachers: A socio-cultural perspective. Journal of Interdisciplinary Studies in Education, 11(2), 95-102.
5. Franz, J. (2007). Arts‐based research in design education, Qualitative Research Journal, 7(2), 22-35. https://doi.org/10.3316/QRJ0702022
6. Lucko, J. (2024). Centering community voice and knowledge through participatory action research. Michigan Journal of Community Service Learning, 30(1). https://doi.org/10.3998/mjcsl.4287
7. Luitel, B. C., & Wagley, S. K. (2017). Transformative educational research: Fleshing out the concepts. Journal of Education and Research, 7(1), 1-10.
8. Van der Klink, M., Kools, Q., Avissar, G., White, S., & Sakata, T. (2017). Professional development of teacher educators: What do they do? Findings from an explorative international study. Professional Development in Education, 43(2), 163-178.
9. Vashetina, O. V., Asafova, E. V., Kaur, B., Singh, B., Sharma, P., Prata-Linhares, M. M., ... & Sibgatullina10, T. V. (2022). Professional development of teachers and future teachers: Factors and challenges. Education and Self Development, 3, 100-117.

I am thankful to all the teachers and teacher educators of Nepal with whom I engaged in Continuing and Professional Education Programs (CPEPs) through KU-CPEC.

There is no funding from any source for this work.

There is no conflict of interest reported by the author in the article.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.