Gourlay, Helen; (2025) How well does action learning work to support pre-service science teachers' development? An evaluative case study. Teacher Development 10.1080/13664530.2025.2554118. (In press).

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Abstract

Collaboration is helpful for teacher development, and action learning (AL), including structured peer discussion (AL sets), has been used extensively with experienced teachers. This case study aims to evaluate AL as an innovative teaching approach for pre-service science teachers. The author carried out an intervention with 38 pre-service science teachers (postgraduate students) in one university, with eight volunteering as research participants. Data collected included audio recordings of AL sets, participants’ action plans and action plan reviews, reflective journals, critical incident analyses and school-based mentors’ reports of participants’ teaching. The author carried out an evaluative analysis using Bell and Gilbert’s model of science teacher development. Participants benefited from sharing teaching experiences, which provided both support and challenge. They developed better understandings of their teaching issues and created solutions. However, participants did not collect feedback systematically nor question assumptions. The research contributes to knowledge about how to use AL in teacher education.

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