Developing Expertise and Personal Professional Learning—A Global Perspective

Abstract

This chapter addresses two central questions. What is known about developing expertise and the professional learning needs for expert teachers? How does teacher learning link to the issues and debates found in the melange of professional teaching standards and accreditation? Teacher professionalism and teacher learning that exist across the world are contextualised within the broader international setting. Global perspectives and recent trends for professional learning practices and models are considered across the changing focus on continuing professional development (CPD) to teacher learning within professional growth plans. The chapter explores contextual examples from Australia, Canada, Finland, Shanghai and Singapore. The Summary and conclusion provide a synopsis in connecting concepts for understanding Enacted Personal Professional Learning (EPPL), prior to posing two guiding questions for A conversation with colleagues.