About this book
This book offers a vital new approach to teacher professional learning, drawing on teachers’ stories from the field. It investigates expert teachers’ professional learning and uses a narrative framework to analyse their meaning-making processes. The book focuses on how proficient teachers develop their expertise, emphasising that individual needs and the contextual nature of learning require a personally enacted approach.
Further, it explores the stories of five secondary school teachers, nominated by their colleagues for their outstanding expertise, to present new insights into expert teachers’ views. Using a new evidence-based approach, Enacted Personal Professional Learning, it incorporates teachers’ unique perspectives, problems and thought processes to understand expert teachers’ learning, and offers essential principles for promoting storytelling to help teachers be or become empowered educators who can actively shape education communities for teacher professional learning.
Teacher Professional Learning (TPL) Enacted Personal Professional Learning (EPPL) expert teacher and teacher expertise Enacted-Personal Professional-Learning meaning-making Enacted-Personal Professional-Learning principles Teacher professional learning stories Teacher professional learning phenomena expert meaning-making empathetic understanding non-competitive collegiality expert problematics third space thinking disruptive dissonances for learning being and becoming self-understanding transformative learning continuing professional development (CPD) teacher professionalism teacher accreditation teacher narrative inquiry and phenomenological inquiry