Abstract

Gives an account of the learning journey taken by a group of teachers at an urban primary school who, wanting more from their appraisal experiences, explored and trialled an approach known as the quality learning circle. The teachers adopted a reflective practice approach to enable them to describe their practice, investigate meanings, consider how these had developed, and explore alternatives. Uses data drawn from the minutes of meetings and interviews with the teachers to provide details of the processes and decisions required to establish a QLC.