Engage Teacher Leaders to Design Inclusive and Inquiry-Based Practices

Abstract

COVID-19 has presented new challenges for all teachers, especially teachers of students with special needs. Students have struggled with online learning environments with limited opportunities for social interaction and resources. The study investigated a co-design process to help teacher leaders to design inquiry-based learning with the integration of artificial intelligence (AI) technologies. The study utilized the convergent parallel mixed methods approach to analyze both qualitative and qualitative data to capture how teacher leaders introduced inquiry-based learning in the school community. The quantitative analysis revealed shifts in terms of teachers' ability to design inquiry-based projects that integrated AI. The qualitative analysis showed that the growth pattern of teacher leaders might be dependent upon (1) the usefulness of AI, (2) teachers' attitudes about the role of the teacher as a designer, and (3) perceived leadership support. The study provided a co-design process to engage teachers in designing inquiry-based projects during the pandemic times.