Innovating physics teaching through teachers' learning communities and action research

The paper provides information, foundation and supporting evidence about a possible structure of a research-based in-service program for physics teachers aimed at improving their use of the laboratory. We present our model and we describe the CoLLabora project where the model was first implemented. The results suggest that the program actually produced positive changes in the participants' ideas about the laboratory, its actual use in their teaching practice, and in students' outcomes. We also present two case studies and we outline some research lines and the 'teacher training cascade' that have developed from the project.