This study investigates whether problem-based learning (PBL) is used in preservice science teachers’ education, how it develops their pedagogical approach, and what they understand about PBL and its implementation in the classroom. The study utilized a systematic review of the related literature in the field of PBL, with a focus on preservice science teachers’ education. It used a specific search strategy to identify the literature following the inclusion and exclusion criteria, adhering to the PRISMA guidance and generating a flow diagram. In addition, the Mixed-Methods Appraisal Tool was used to appraise the quality of the articles. The results show that PBL is not fully utilized in preservice science teachers’ training and just a few relevant articles have been published in this area. The study reveals that PBL is an effective pedagogical approach in teaching and learning and preservice science teachers should be engaged in the process of learning by taking part in the PBL design process and experiencing it in the classroom as students of their instructors to learn from the process. Continuing professional development would help preservice science teachers to develop the knowledge and skills to design and implement PBL in their classrooms.

This mixed method study investigated the extent to which the use of a model built around student-led questioning and feedback improved the learner engagement and attainment of a cohort of students. It compared outcomes from an experimental with a control group of students in Key-Stage 3 using a set of parameters. It found that the experimental group, who were taught using this model, showed improvements in engagement and attainment when compared to the control group. A model of discourse was proposed to help students take ownership of their learning and offered as a means of helping to transform science teachers’ classroom pedagogy.

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Action research promotes teaching and learning as it may allow teachers to explore areas of their practices that require improvement. The purpose of this case study is to highlight the steps involved in carrying out action research and any challenges that teachers may encounter in this learning process. This study was developed as a professional development course from 2015 to 2019 attended by more than 150 teachers from early years, primary and secondary schools in London and Kent in the last 4 years. The teachers were registered as students at the University of Greenwich and supported by a university team of researchers. The study identified five steps of the development of teacher-led action research and highlighted the challenges for each step. The steps included defining the field of action; planning; action; evaluation and reflection/(re)planning. This led to the development of an innovative model for the facilitation of action research and collaboration between the university team and participants. The model is used as a framework to enhance the development of teacher-led research in schools.Keywords: action research, teacher-led research, models, collaboration

Valuing parental engagement, as part of home–school collaboration, can benefit children's learning. This article focuses on parents and school‐based staff's ( N = 120) experiences of children's learning occurring at home during the COVID‐19 lockdowns (2020–2021), both school‐mandated and other learning activities. It examines qualitative responses from a survey of 11 educational settings partnered with a university‐based teacher training institution in England. Participants reflected on experiences of children's learning, relationships, and well‐being, to consider positive aspects, challenges, and opportunities for improvement. Inductive thematic analysis identified three key areas: contact – which focused on communication approaches and the connections established from the relationships between home and school; participation – which was school staff's facilitation of learning and parents' involvement in schooling and/or engagement with their children's learning, and the logistics of this; equitable access – which focused on evaluating the equity and accessibility of learning. Using the lens of Goodall's parental engagement continuum model, deductive analysis evaluated what learning occurred at home. This distinguished between parental involvement (where parents supported their children's learning through activities linked to coursework or homework, with limited parental agency) and engagement with their children's learning (where parents engaged with learning beyond school – through home, leisure, and family activities, with parents exercising greater autonomy to support children's learning and achievement). Findings indicated a greater propensity of parental involvement in schooling occurring, compared with parental engagement with their children's learning, and implications and recommendations are presented to consider how educators may reflect upon and develop parental engagement.