Recent innovations in science education - in and out of school - have focused on inquiry-based science education (IBSE), which, done well, has been shown to support students' interest in science as well as the development of critical thinking skills. However, the evidence suggests that significant professional development is required for IBSE, particularly in the enactment of inquiry in classrooms, due to the complex and sophisticated nature of the approach (Capps, Crawford and Constas, 2012). There is mounting evidence that Learning Outside the Classroom (LOtC) can stimulate students’ motivation in learning more about the world around us as well as supporting learners to develop a wide range of skills (Dillon et al., 2006). INQUIRE (inquiry-based teacher training for a sustainable future) funded by the European Union under the 7th Framework Programme Science and Society, combines IBSE, LOtC and teacher training focusing on the themes of biodiversity and climate change.

INQUIRE is a collaborative 3-year project connecting formal and informal education systems and science education research communities utilising recommendations on best practice in professional development (Darling-Hammond and McLaughlin, 1995; Loucks-Horsley et al., 1998). Through the sharing of expertise, teacher educators (hereafter referred to as partners) are supported in a continued and sustained way in developing their understanding of IBSE, LOtC, reflective practice, evaluation, and in the development of teacher training courses in IBSE. This process is achieved through modelling the strategies being promoted and through partners’ engaging in concrete inquiry-based tasks and reflection and collaboration linked to the development of the inquiry-based teacher training courses.

In this paper, we explore the professional learning of partners developing and delivering an inquiry-based teacher training course, as distinct from the professional development of the teachers and educators participating in the courses. Through a qualitative analysis of project deliverables, course materials, portfolios of evidence, and surveys and semi-structured interviews with project partners we explore the following research question:

What impact does participating in a collaborative learning community have on partners’ professional learning?

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