Search results for: Bevins Stuart

This article describes how a cluster of nine secondary science teachers and lecturers from five schools and colleges in the United Kingdom designed and undertook small-scale action research projects as an approach to their own continuing professional development. Teachers were particularly encouraged to use audio reflections, a paper-based learning and evaluation tool, and an online hub in an attempt to stimulate and structure their reflections critically about what was taking place in a given situation during their designed interventions.