The thinking and learning of highly skilled teachers in professional development situations

Rebecca Cooper, Jared Carpendale, Amanda Berry

    Research output: Contribution to conferenceAbstract


    Much literature on teacher professional learning and development includes models that try to capture what is considered a highly complex set of processes. Often within this literature, however, there is insufficient attention on the thinking and learning of highly skilled teachers in professional development situations. Our study investigated the experiences of nine highly skilled teachers following their participation in an international residential professional development institute. This presentation draws on interview data to examine how these nine teachers interpreted their experiences of the institute and how it influenced their knowledge and practice. Findings highlight the considerable variation in how these teachers experienced the institute, how they interpreted ideas, and how the institute affected their knowledge and practice. We argue there are important additions needed to the literature on professional development for highly skilled teachers, for example, highlighting the role of agency and how highly skilled teachers draw on and amplify ideas.
    Original languageEnglish
    Number of pages1
    Publication statusPublished - 2021
    EventTeacher Quality and School Improvement: Beijing Normal University, Durham University and Monash University Joint Online Conference 2021 - Virtual, Online
    Duration: 22 Feb 202125 Feb 2021


    ConferenceTeacher Quality and School Improvement
    CityVirtual, Online
    Internet address

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