Abstract
This paper explores how three researchers utilize critical friendship to systematically examine the nuanced roles of Teacher Education and Nursing Education practices in a community of inquiry. An ancillary theme investigates sustainable structures for supporting the professional learning of teacher and nursing educators. Respectively from two faculties on one campus, university educators came together in September 2015 to form the Critical Friendship in Nursing and Education (CFiNe) community of inquiry. Data collection includes research notes, teaching notes, journaling, and monthly meetings. This community of inquiry has the potential to provide the foundations of critically infused professional development paradigms promoting interdisciplinary and collaborative stances in higher education.
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