Using an Innovative Model of Professional Development in Primary Science to Develop Small Irish Rural Schools as Professional Learning Communities

Greg Smith


This paper attempts to track and appraise the progress 15 small rural primary schools and their participant teachers made over the two years of a professional development programme in primary science education in the West of Ireland. It focuses specifically on two main areas: (1) breaking down the insulation and isolation that many teachers experience in their day-to-day professional lives and (2) developing “learning communities” between the participating teachers. It also provides a commentary on the issues arising.

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