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Professional development is primarily about groups of teachers working in some way together to develop their professional knowledge. The ways in which the groups are organised depends to some extent on the practices and expectations of the participating teachers.

In FaSMEd all partners used an active involvement of the teachers in the design-based research process of FaSMEd as an instrument for professional development. Teachers were involved through cluster meetings and school visits throughout the intervention phase of the project (2014/2015). These meetings included dialogues with the FaSMEd researchers, sharing of practice with other teachers as well as participating in the “design-do-review cycles” of classroom materials. However, the organisation of this approach was very different for each FaSMEd partner but essentially fell into three main types. The links below lead to a page for each approach.

Formative assessment in Science and
Mathematics Education (FaSMEd)
The Research Centre for Learning and Teaching
Newcastle University