Contextually, there are immediate similarities and variations evident between the ECTs (Hayes; Kerr; Nation-Grainger). The similarities are that all of the ECTs had been part of the same initial teacher education programme at the same university; were part of the same NQT and Beyond, and Masters programme at the same university; were in full-time employment as teachers; had an established and positive collaborative relationship with a university and each other which was framed around an explicit research-informed pedagogical framework (PLSP); were engaged in conducting a project which focused on critically reflecting on their practice in school; and committed to trying to engage with the research literature and research process to enhance their practice and the quality of pupils’ experiences in school.