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

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.