This article describes an initiative that extended the Investigating Quality (IQ) Project’s model of pedagogical development to a partnership between local ECE programs and their ongoing professional learning and an ECE training institution and its preparation of student educators. We begin with an overview of the project and pedagogical development model, describing how it conceptualizes and promotes professional learning as coconstructed in socio-material-historical-cultural-political contexts. We follow this with an analysis of the model’s three key conditions: inquiry based learning, making learning visible, and pedagogical facilitation support. We conclude with considerations for what this model of pedagogical development might mean for the ECE profession.

中文翻译：

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在实践场所学习集体：超越培训和专业发展

本文描述了一项举措，该举措将调查质量 (IQ) 项目的教学发展模式扩展到当地 ECE 计划及其持续专业学习与 ECE 培训机构及其对学生教育者的准备之间的伙伴关系。我们首先概述项目和教学发展模式，描述它如何概念化和促进在社会-物质-历史-文化-政治背景下共同构建的专业学习。我们接着分析了该模型的三个关键条件：基于探究的学习、使学习可见，以及教学促进支持。最后，我们考虑了这种教学发展模式对 ECE 行业可能意味着什么。