Abstract
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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