Professional learning communities
Issue 148 | Page 5 | Published Jan 2017
This article considers how working as part of a professional learning community can support a collaborative and evidence-informed approach to improving practice.
More from this issue
Martin Wesley discusses misconceptions commonly seen when teaching science and some strategies to pre-empt or correct them.
Trainee teachers, Toni Cain, Jemima Davey, Georgi Colliety, Maddy Hayward, Camilla Robinson, Regan Kerr and Rob Shaw, talk about science and...
David Kumar explores how tackling concepts from an alternative perspective might enhance learning.