Career-Long Professional Learning, Professionalism and Expertise

Abstract

The concept of ‘career-long professional learning’ as a means of building teacher expertise and sustaining high level practice brings together several aspects discussed earlier. Two policy interventions used widely in efforts to improve teacher quality are examined: firstly, professional standards which codify professional learning and provide a means for teachers to plan and reflect on their professional learning and to be held account for this and secondly, recertification where teachers at regular intervals are required to renew their professional credentials. The chapter ends with a discussion of teacher leadership and collaborative professionalism as ways of sustaining and enhancing professional practice.