MIE T7: Collaborative Inquiry in Education

Definition

MIE T7 is a framework for studying and improving social situations in education. Inquirers actively participate in the investigation to enhance their understanding and promote positive change.

Key Questions

Guiding questions include: What? Who? How? (with a preference for qualitative approaches, utilizing tools such as audio, video, and photography) and Why?

Kemmis and McTaggart (1988)

They define collaborative inquiry as systematic, evidence-based work. It goes beyond simple problem-solving to encompass improved understanding and transformation. This collaborative research involves stakeholders and prioritizes the perspectives of those directly involved.

Key Features of Collaborative Inquiry

Collaborative inquiry aims to improve education by changing practices and fostering learning through reflective analysis of the resulting consequences. Practical ideas are tested, and evidence is gathered. It is participatory, collaborative, and complex. Starting with specific, manageable issues is recommended, gradually expanding the research scope.

Characteristics According to John Elliott

The primary objective is to improve educational practice. All knowledge creation serves this purpose. Improvement considers the entire process and involves the active participation of those working within the educational setting. It is also linked to the growth and development of those involved.

Phases of Collaborative Inquiry

1. Identifying the thematic concern to be investigated
2. Initial or diagnostic reflection
3. Planning
4. Action and observation
5. Reflection (analyzing, interpreting, and drawing conclusions)
6. Report preparation

Types of Collaborative Inquiry

There are three main types:

Technical Collaborative Inquiry

This type focuses on designing and implementing effective intervention plans to improve professional skills and problem-solving. It prioritizes changing practice over understanding the underlying problems and transforming the contexts in which they occur. It distinguishes itself from the classic positivist approach through its focus on solving practical problems, incorporating stakeholders in the research process, and adapting methodological parameters to the specific context (Goyette and Lessard-Hébert, 1988).

Practical Collaborative Inquiry

This type aims to develop the practical thinking of participants. Along with problem-solving, it seeks to improve professional development through reflection and dialogue, transforming ideas, and expanding understanding.

Emancipatory Collaborative Inquiry

This type incorporates the goals of the other two modalities while also emphasizing the emancipation of participants from coercive and hierarchical relationships. It aims for profound, transformative change within social organizations, rather than merely superficial adjustments.