Meaning-making from CPD - developing practice in own classroom and as a peer in the local science PLC

Continuous Professional Development (CPD) can be crucial in qualifying teaching, and student learning. Extant research suggests consensus pertaining to the core features of effective continuing professional development including content focus, active learning, coherence, duration, collaborative activities and collective participation. This paper present findings from a case-study in the frames of a a large scale, long term CPD program designed according to these criteria. Science teachers from 42 schools/5 municipalities participated from 2012-15 in CPD-activities changing rhythmically between network seminars, collaborative inquiries organized by the local professional learning community (PLC), and individual inquiries. Research questions for the case study are about how the teacher’s reflections and new enactments in own classroom and in collaboration with colleagues developed over time. A multiple methods design with repeated observations and interviews was applied. Findings reveal a development over time with the teacher’s reflections in relation to teaching primary science growing to be more confident and personalized, including experiences from inquiry based projects in her own class, and more detailed when it comes to how to support student learning.