Continuous Collaborative Reflection Sessions in a Professional Learning Community: The Development of Grade 8 Natural Sciences Teachers’ Reflective Practice

Learners come to class with a wealth of knowledge. Working with learner prior knowledge (LPK) is the foundation upon which new concepts get their meaning. Yet some teachers find interacting with LPK complex. Reflecting on practice, particularly within a professional learning community (PLC), has resulted in improvements in teaching. The focus of this study was to explore how teacher participation and the level of reflection changed as teachers collaborated in a PLC. Four Grade 8 Natural Sciences teachers from a suburban high school in Gauteng were participants. Data was collected using a practical action research, research design. Results from the reflect-and-plan sessions are reported. Cycle 1 focused on how teachers work with LPK in their baseline practices, with the following cycles focused on the same content (effects of electric current), taught in successive years. Data collected from reflect-and-plan sessions was audio-recorded. From the transcripts reflective episodes were identified. Reflective e...