How science teachers learn to reflect by analyzing jointly observed lessons

The aim of the article is to present a teacher's professional learning model implemented within the project PROFILES of FP7 Science in Society. The article reveals the contribution of the joint observation in real-life classroom environment and lesson analyses to the development of the capability of teachers' reflection skills. The survey of teachers, conclusions of experts and teachers' feedback all demonstrate that the model enhances the development of science and mathematics teachers' reflection skills. At the same time the article gives guidelines to follow when this model is practiced with different groups of teachers. Efficient teaching of inquiry skills in the school is impossible without teachers' understanding of the concept, diversity and continuity of the scientific inquiry, as well as the following skills: ability to identify the learning outcomes of scientific inquiry and their conformity to the expected results; effective use of the teaching and learning strategies for scientific inquiry and effective communication of feedback on students' scientific inquiry. The initial research carried out in Latvia on teachers' progress of implementation of a scientific inquiry philosophy showed a contradiction between the actual teaching process in the classroom and teachers' opinion of their performance. Analyses into the cause of the contradiction revealed the need to improve teachers' instructional skills as well as their analyses and reflection skills through the implementation of new teachers' learning models. This article will focus on the ways that teachers can benefit from mutual learning to facilitate their reflection skills.