Teacher Education: An action research study exploring the creation of reflective school-based professional learning for teachers

School contexts and government policy tend to drive whole school change in the UK. Within this context, a curriculum for teacher education, notably, <i>what</i> is taught and <i>how</i> receives less attention. Effective professional learning for teachers increases skills and motivates them to continue to improve their practice, thereby reducing attrition and making a positive impact on the system. Frustrated by being asked to provide less than effective school-based professional learning I sought evidence for solutions with the potential to make a difference to teachers.<br><br> My development as a teacher educator and an action researcher underpins this research which consists of four cycles of data collection and analysis to inform how I offer professional learning to teachers. I apply thematic analysis to data and evidence ongoing ethical and methodical considerations that are integral to my work. The following research questions were used to guide this study:<br><br> As a teacher educator offering school-based short-courses how can I facilitate professional learning to:<br> 1. Encourage teachers to reflect on their practice, make changes and develop?<br><br> 2. Foster a sense of developing expertise and professional identity?<br><br> Three themes developed, <i>Learning about reflection, Professionalism</i> and <i>Community</i>. I discuss my findings in relation to what I learn about these themes and explore how inquiry and collaboration are harnessed to promote critical reflection and the development of teachers’ expertise. I suggest that teacher education requires careful navigation to recognise the complex environment in which teachers work. Maintaining a sense of purpose motivated teachers to overcome obstacles and persevere. To achieve this, I provided opportunities for teachers to share positive experiences, foster feelings of belief and possibility which proved significant in establishing constructive dialogue between peers. Active engagement in inquiry projects promoted autonomy and creative thought. Furthermore, clear but intersecting boundaries between the school leaders and myself, as a continual professional development (CPD) provider, required constant evaluation.<br><br> This research will be of interest and value to teacher educators searching for improved ways of working and school leaders seeking relevant and transformative CPD for their teachers.