teachers found that the project helped to support changes both in relation to new
enactments in their individual classrooms, and in relation to collaboration in the
PLC. Furthermore, the rhythm was identified as helpful both by teachers reporting a
high degree of change, and also by teachers at schools with slower/less significant
changes.
Based on thefindings, the great variation among schools must once again be
emphasized. In about 10% of the schools no significant changes were observed,
despite the longitudinal, multi-perspective effort. Meanwhile in those schools where
change did take place, it was generally found that the project had long-term support
from the school leadership, and that the school followed a structured rhythm to
support both local and municipal science networks (Darling-Hammond 2005 ). One
finding of the QUEST project is that there is no simplefix for ensuring teacher and
school development. However, it does seem that a positive spiral can be started both
by collective enactive mastery experiences, like the shared initiatives by the primary
science teachers at the case school, and by individual enactive experiences in the
classroom, shared with and therefore inspiring colleagues (vicarious reinforcement).
The case study exemplified the complex interplay between individual and col-
laborative agency among teachers, and contextual factors like leadership, in starting
a positive spiral. The case teacher grew to be an active learner and codesigner in her
own and colleagues’CPD (Luft and Hewson 2014 ).
All in all, the research contributes to an in-depth understanding of how CPD can
filter down to enhanced student learning through teacher reflection, new enactments
and collaboration. Clearly, the effect is dependent on the design of the CPD, but
also on school contextual factors such as leadership and teacher autonomy.
21.6 Perspectives- and CPD-Research Looking Forward
This companion aims to provide guidance for future research directions. Based on
this chapter, there is clearly a need for more consideration of CPD and also more
research into CPD. The importance of the consensus criteria for design of effective
CPD: a clear content focus, active learning for the teachers, coherence, duration,
collaborative activities, and collective participation, is confirmed by the research
presented. Furthermore, following a simple CPD-structure like the QUEST rhythm
has proved to be determent in relation to sustainability pertaining to the teachers
developing a shared focus on student learning, and individual and collective effi-
cacy in continuingly developing their teaching. Not all participating schools suc-
ceeded in developing a science teacher PLC with shared responsibilities, values and
visions. The research illustrates that there is a need for a coordinated and sustained
effort to start and reinforce a positive spiral. And that the important thing is not
presenting the idea about PLCs to teachers, or implementing top-down reforms with
a focus on PLCs. It is about acknowledging teachers as professional learners and
designing CPD in which teachers’collaborative inquiries are scaffolded.
21 A QUEST for Sustainable Continuing Professional Development 327