In busy schools, finding time for meaningful professional development and collaboration can be a challenge. But what if a simple, structured approach could bring teachers and teaching assistants (TAs) together for purposeful reflection and practical learning?
Enter journal clubs—a growing movement in education inspired by models in healthcare and research, now gaining traction as a way to foster co-reflection, evidence-informed practice, and stronger classroom partnerships.
What Are Journal Clubs?
At their core, journal clubs are regularly scheduled gatherings where educators read and discuss research. But more than just reading groups, they are powerful professional learning communities. When teachers and TAs sit down together to engage with evidence, they build shared language, challenge assumptions, and explore how research applies to their real-world classrooms.
They offer a structured yet low-pressure space for dialogue:
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What does the research suggest?
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How does it connect to what we see in our own school?
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What could we try differently—and together?
Why Include TAs?
Teaching assistants play a vital role in supporting pupil progress, especially those with SEND or who need targeted interventions. Yet TAs often have fewer opportunities to engage with research or take part in reflective CPD alongside teachers. Journal clubs provide a level playing field—a chance for all educators to contribute insight and explore shared goals.
Through co-reflection, teachers and TAs can:
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Develop consistent approaches across classrooms
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Improve communication and mutual understanding
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Identify practical strategies to support individual learners
A Real Example: The FEA and Chartered College of Teaching Pilot
A pilot project by the Fair Education Alliance and the Chartered College of Teaching brought journal clubs to life across a group of schools. Over six months, teachers and TAs met regularly to explore research articles on teaching and learning. With facilitator guidance and use of critical appraisal tools, participants not only deepened their understanding of evidence-based strategies but also improved how they collaborated.
The result? Richer conversations, greater confidence in applying research, and a stronger culture of shared responsibility for pupil outcomes.
How to Start a Journal Club in Your School
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Start Small: A small group of interested staff is plenty. Include a mix of teachers and TAs.
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Choose a Focus: Select short, relevant articles that connect to your school priorities (e.g., behaviour, reading strategies, SEND support).
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Meet Regularly: Monthly is a good rhythm. Keep sessions to around 30–45 minutes.
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Use Discussion Prompts: Guide conversation with open questions like “What surprised you?” or “What could this look like in our context?”
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Keep It Practical: End each session with a takeaway—one small idea to trial or explore further.
Final Thought
Journal clubs aren’t just about reading—they’re about thinking, sharing, and growing together. When teachers and TAs co-reflect in a structured way, they move from working alongside each other to working with each other—making professional development more inclusive, meaningful, and impactful.
Why not start one in your setting this term?