ABSTRACT
This chapter looks at the nature of the overall choices teachers have to make about how to develop teacher's teaching. D. Megginson noted two patterns of learning that are particularly evident in the context of professional development: planned and emergent learning. He proposes that some people plan their learning quite deliberately, establishing at the outset the direction that their future learning will take and setting goals. Megginson particularly encouraged learners to take on forms of learning to which they are not naturally inclined. The chapter considers reflective approaches, and actions that teachers can carry out. The scale can range from significant ongoing responsibility for teaching to short exercises that teachers can carry out in five minutes. Excellent teaching involves developing teacher's teaching on an ongoing basis, given the pace of change in higher education and the need to maintain inspiration over the longer term.
