Reflecting on professional development

This paper describes how a cluster of ten secondary science teachers from six different schools and colleges in the UK designed and undertook small-scale action research projects as an approach to their own Continuing Professional Development (CPD). The participating teachers identified a range of topics for investigation such as student voice, engagement and motivation in STEM (Science Technology Engineering Mathematics) learning and effective practical work. They brought their research into practice either as individuals, pairs or within a team. Central to each project was the use of reflection as a primary tool for ensuring the impact of the professional development and for stimulating a teacher-led process. Reflective practice was developed through the use of three approaches; audio sound bites, reflective blogs, and reflective discussions. The teachers used reflection as a means of self-evaluation as well as evaluation of their action research interventions. The reflective practice which the teachers engaged in enabled them to think carefully about what was taking place in a given situation during their designed interventions, to identify suitable options, and to make conscious choices about what to do in order to make a difference. The participating teachers all concluded that reflective methods that enable self-reflection as well as reflection upon designed classroom interventions are hugely beneficial to effective CPD for teachers