Expertise, Third Space Thinking and EPPL Principles for Action

Abstract

In this final chapter, I outline the books original contribution to knowledge in three ways. Firstly, using a dual methodological stance reveals representations of the teachers’ constructions of meaning within their lifeworld. Secondly, interrogating expert teachers’ experience of personal professional learning uncovers new understanding on the development of expertise. Thirdly, positing the centrality of learning within the lifeworldof expert teachers provides principles for action. Finally, I argue for developing all teachers Enacted Personal Professional Learning (EPPL). Learning principles for EPPL are visualised as a 3-D flower-like image in which personal professional learning blooms. In the centre resides the disruptive dissonances within being and becoming. The nurturing of contextual, dynamic and reflexive influences on teachers’ developing expertise intermingle with the growth of what I propose as third space thinking for negotiating three problematics. Surrounding the developing expertise are three professional learning principles that support EPPL as well as guide research into practice.