This book redefines teacher in-service education as being less about participation in a program and more about the opportunity for teachers to experience a process of learning that is personally meaningful and contextually relevant to their own teaching practice. The research presented here reveals that teachers have the capacity to think and work differently, yet are rarely provided with opportunities to exercise active decision-making about their personal learning needs. Creating and implementing such an approach involves reimagining all aspects of the learning experience so that teachers are free to articulate their own learning needs and actively work to determine what matters most for their professional practice.

The book breaks new ground by drawing from research related to an in-service program where teachers, their experience and professional thinking were deliberately positioned at the centre of the learning experience. Using this evidenced-based approach, it focuses not only on the learning achieved, but also the conditions that enabled teachers to undertake such learning.

This book redefines teacher in-service education as being less about participation in a program and more about the opportunity for teachers to experience a process of learning that is personally meaningful and contextually relevant to their own teaching practice. The research presented here reveals that teachers have the capacity to think and work differently, yet are rarely provided with opportunities to exercise active decision-making about their personal learning needs. Creating and implementing such an approach involves reimagining all aspects of the learning experience so that teachers are free to articulate their own learning needs and actively work to determine what matters most for their professional practice.

The book breaks new ground by drawing from research related to an in-service program where teachers, their experience and professional thinking were deliberately positioned at the centre of the learning experience. Using this evidenced-based approach, it focuses not only on the learning achieved, but also the conditions that enabled teachers to undertake such learning.