This chapter presents a case study of the experience of the Irish Chain Reaction (CR) team, which took place during a time of significant curriculum change in the lower secondary school system. As such, it is hoped that those interested in teacher professional development will find the case of interest while acknowledging the varied cultural, material and structural resources, and limitations that influence the context of any educational change process. The authors have placed a significant focus on describing the Irish context to begin this chapter, initially comparing the old science syllabus with the new “specification,” with thought given to the existing modalities of student learning and the nature of teacher professional collaboration and the developments that will be required by the new curriculum. The authors then summarize the plan for CR implementation through a professional learning community (PLC) focused on supporting teacher agency and autonomy in the design of inquiry-based science education (IBSE) classes. Teacher and student reflections of experience are presented.
Extending Teacher Professional Development through an Online Learning Community: A Case Study
