Inclusive and participatory research has been gradually gaining ground and, its contribution to the development of research that itself contributes to inclusion, is now recognized. However, its connections and contribution to teacher professional development have not yet been explored. This article presents a reflection on this question, starting from the account of how the conceptual and practical structure of different Collaborative Inquiry Networks was articulated along three funded research project. The networks, which were community-based, were committed to the design and development of innovative socio-educational actions oriented towards inclusion. After analyzing the formats, actions and methodology developed in the networks, we conclude with a reflection and some proposals on how participatory and inclusive research can and should be considered for its contribution to teachers' professional development. Specifically, it is proposed how this work with other professionals and agents in the socio-educational field enriches and broadens the universe and professional development of teachers. It also suggests a commitment to more participatory, holistic, contextual and sustainable approaches from which to think and design training, enquiry and learning environments that contribute to teachers' professional development.

Inclusive education; Collaborative inquiry; Professional development; School improvement; Participatory research.