Teachers are key to the delivery of quality science education experiences in Australian classrooms. In achieving this, there is a need for teachers to be better supported in thinking reflexively and critically about their practice. The Centre for [de-identified] at [de-identified] University took action to address this need by forming a reading group to encourage interested teachers of science from primary and secondary schools to meet regularly to discuss relevant journal articles and implications for their practice. This paper explores how forming a community of practice around a reading group impacted on participants’ approaches to science learning and teaching
