Continuing professional development and consistent learning are two significant buzz words regarded as pre-requisite for teacher-practitioners in an educational context to battle various challenges encountered in a real classroom. One of the documented strength in developing continuing professional development for prospective teachers is in fostering teachers ’inquiry within a collaborative framework that results from mutually engaging in a community working towards a shared goal. The present article aspires to study how the theoretical lens of community of practice can be employed to conceptualize and understand the engagement of prospective teachers in a collaborative inquiry group to develop inquiry based teaching pedagogies. The implication that follows discusses the potential of the collaborative inquiry group approach in professional development contexts to reform the teacher education practicum.
Continuing professional developments, prospective teachers, inquiry based teaching pedagogies, collaborative inquiry group
