Science teacher professional learning through the Change Laboratory: insights from participants’ perspectives

This study employed the Change Laboratory, a formative intervention methodology, to examine how six junior high school science teachers in Ghana experienced professional learning during the implementation of a new curriculum. Six Change Laboratory sessions were conducted, with transcribed discussions forming the primary data for thematic analysis. The study examined teachers’ perceptions of the features of the Change Laboratory that supported their professional learning and changes in practice. Five interconnected features were identified: self-generation of ideas and teacher agency, collaborative and collegial engagement, small-group participation, extended and iterative engagement, and practical, application-oriented learning. Teachers perceived these features as supporting reflection, collaborative problem-solving, lesson planning, and shifts toward more student-centred pedagogical practices. The study demonstrates how the formative intervention structure of the Change Laboratory can bring established features of effective professional learning together as mutually reinforcing components within a single professional development approach.