2019•Australian Educational LeaderRequires access

Embedding deliberate deviation in teacher professional learning opportunities

Garreth Wigg

Abstract

Professional learning for teachers is taking many different forms, particularly teacher-driven, less formal opportunities to learn among peers. What can schools and school systems learn from these and similar grassroots initiatives to help develop and deliver more personalised professional learning for teachers? This article recounts the ups and downs of such an attempt to deliver professional learning opportunities for teachers with an emphasis on harnessing the wisdom within the room.

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Available abstract

Key concepts: Professional learning community, Grassroots, Professional development, Pedagogy, Mathematics education, Educational technology, Psychology, Sociology