ABSTRACT
The case studies in the previous chapter have told the stories of the eleven teacher projects, of teachers working together within the complex social system of their schools to achieve changes in their practice. They are narratives of effort, endeavour and for most groups some success. However, as we have seen, although most projects resulted in some useful outcomes, the trajectories of the projects varied greatly, as did teachers’ experience of involvement in those projects. In some schools, there is every likelihood that the processes developed will continue to be used and to be useful in bringing about further change. In other schools, it appears that the end of the project also marked the end of such a process of engagement by teachers.
