The teachers experience the
in-service course as learners, like pupils-in-action in their classrooms, they are placed
in unknowing scientific problem-solving situations to appreciate what it is like to be a
‘beginner’ (Bruner, 1996, p. 115), guided and supported on a learning journey. The
impact of the pedagogic developments on pupils’ learning were studied, but are
reported on elsewhere (McGregor, 2004).