Abstract
In studies of expert teachers, professional learning is central to the development of advanced practice. Studies of veteran teachers illustrate the relationship between professional learning and accomplished practice particularly in bringing about change and improvement of practice. A model of professional learning is offered and consideration is given to studies on the development of expertise. Two specific aspects are examined: firstly, deliberate practice and the development of accomplished performance and secondly, collective expertise, tacit knowledge and the importance of an interactional dimension to expertise. Professional learning communities are considered as a method of building collective expertise.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
