JC CoolScience Second Cohort Advanced Teachers Professional Development Programme in London
Last update : 13 Jul, 2026
In April 2026, the second cohort of Advanced Teachers from the JC CoolScience Project participated in a professional development programme in London organised by the Smithsonian Science Education Center. The programme offered a rich and diverse learning experience, covering topics such as inquiry-based learning, biodiversity education, science capital, science communication and school visits. It provided valuable opportunities for teachers to gain insights into the latest developments in international science education and exchange professional practices in inquiry-based learning with overseas educators.
During the programme, teachers visited leading institutions such as the Natural History Museum, the Science Museum, Kew Gardens and the Royal Institution. Through these visits and field-based learning activities, teachers explored ways to connect science learning with authentic real-world contexts and foster students’ inquiry skills, scientific literacy and engagement with science.
The programme also included schools visits and classroom observations, allowing teachers to reflect on classroom practices, lesson design and teaching strategies through professional dialogue and exchange. These experiences further strengthened Advanced Teachers’ capacity to lead peer learning and drive innovation in science education.
This professional development journey not only broadened teachers’ international perspectives but also inspired new ideas for advancing high-quality science education in their schools and communities.
During the programme, teachers visited leading institutions such as the Natural History Museum, the Science Museum, Kew Gardens and the Royal Institution. Through these visits and field-based learning activities, teachers explored ways to connect science learning with authentic real-world contexts and foster students’ inquiry skills, scientific literacy and engagement with science.
The programme also included schools visits and classroom observations, allowing teachers to reflect on classroom practices, lesson design and teaching strategies through professional dialogue and exchange. These experiences further strengthened Advanced Teachers’ capacity to lead peer learning and drive innovation in science education.
This professional development journey not only broadened teachers’ international perspectives but also inspired new ideas for advancing high-quality science education in their schools and communities.
