Titlebook: Enacted Personal Professional Learning; Re-thinking Teacher Carmel Patterson Book 2019 Springer Nature Singapore Pte Ltd. 2019 Teacher Pro

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,Introduction—Why a Book on Teacher Professional Learning Now?,alia in a global education context. I outline the research basis of storytelling for analysing the learning of expert teachers and for determining the implications for practice. The reader is guided by the questions posed for each section as follows:

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https://doi.org/10.1007/978-981-13-6007-7Teacher Professional Learning (TPL); Enacted Personal Professional Learning (EPPL); expert teacher and

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https://doi.org/10.1007/978-3-663-11118-4alia in a global education context. I outline the research basis of storytelling for analysing the learning of expert teachers and for determining the implications for practice. The reader is guided by the questions posed for each section as follows:

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https://doi.org/10.1007/978-3-663-01186-6es teacher learning link to the issues and debates found in the mélange 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 fo

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,Einflußlinien für Formänderungen,structivist perspective by combining narrative inquiry and phenomenological inquiry. The study relied on the iterative process of gathering and analysing individual teacher representations of their experience through a three-interview process. Teaching expertise criteria supported the nomination of

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