ABSTRACT
Over the two-year period of engaging with members of Learning Community of Reflective Practitioners, the author made some discoveries, examined some of the prior assumptions and, as is usual with research, ended up asking some questions. This chapter is an attempt to capture the essence of this journey – from authors own perspective. Kennedy has identified nine key models of Continuous Professional Development and has considered a range of international literature with specific examples located in the Scottish context. Although the entire program was sparked off by a course titled Reflective Writing for Teachers, offered online as soon as the Covid pandemic struck, the germ of this idea had been sown during the author own years of school teaching. Kincheloe has emphasized the need for teachers to become researchers especially if the needs of the 21st century are to be met.
