Abstract

In 2009 I published research which documented the impact of a Freirian approach to initial teacher education in a College in the North West of England. The findings indicated that the initiative was highly successful in facilitating a process of conscientization; empowering the teachers involved and transforming both their practice and relationships within their professional communities. This Paper adopts an interesting approach in exploring whether those same teachers have continued to demand ‘the freedom to create and to construct, to wonder and to venture’ and apply transformational methodologies in their practice and professional communities in the longer term.