Changing pedagogy in Scottish primary schools: insights from the exploring pedagogy in primary 1 (EPP1) project

Pauline Duncan, Deirdre Grogan

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This paper reports on the Exploring Pedagogy in Primary 1 (EPP1) project conducted by the School of Education, University of Strathclyde (2017-2018). EPP1 was commissioned by Renfrewshire Council as part of the Scottish Attainment Challenge to support the improvement of children’s educational outcomes through a targeted professional development programme exploring pedagogy and theory to inform practice in primary one. 90 teachers from 30 primary schools in Renfrewshire participated in the 8-week programme and evaluation activities. The evaluation research strand aimed to assess the programme’s impact on teachers, schools and children’s learning experiences. Data was collected using interviews, semi-structured classroom observations and questionnaires. Research findings showed improvements in teachers’ reflexive practice, confidence and knowledge and understanding of young children’s learning. The training led to teachers designing more enabling environments with a wide range of play-based learning opportunities resulting in an increase in independent and child-led learning.
Original languageEnglish
Number of pages4
JournalSERA Research Education Bulletin
Publication statusPublished - 26 Mar 2019


  • early years
  • education
  • pedagogy
  • young children
  • professional development

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