Jones, Luke2021-08-162021-08-162021-08-10Jones, L. (2023). The ‘Teacher Research Group’ as a collaborative model of professional learning. Educational Action Research, 31(3), 409-423. https://doi.org/10.1080/09650792.2021.19605770965-079210.1080/09650792.2021.1960577http://hdl.handle.net/10034/625602This is an Accepted Manuscript of an article published by Taylor & Francis in Educational Action Research on 10/08/2021, available online: https://doi.org/10.1080/09650792.2021.1960577In this study, we adopted a Teacher Research Group model, a collaborative approach to teacher education that draws on the principles of numerous action research models of enquiry. More specifically, a teacher educator worked alongside an experienced physical education teacher over a three-month period to plan, teach and evaluate a series of classroom-based lessons. The Teacher Research Group adopted five teaching strategies that were thought to be significantly related to optimal learning and then refined their use in response to an evaluation of pupils’ learning in the classroom. This article outlines the context for this model, describes its application and finally reviews its value as a means of promoting shared professional learning. Adopting the Teacher Research Group model did lead to changes in teaching strategies and improvements in pupils’ learning outcomes. Moreover, the model was an effective approach to shared professional learning, one that could lead to desirable change among education professionals elsewhere.Attribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/Teacher research groupcontinuing professional developmentprofessional learningaction researchphysical educationArticle1747-5074Educational Action Research