ABSTRACT
What would happen if teachers were to be conceptualised not as teachers, but rather as learners? At first glance, this might appear to be something of a riddle. Yet we will argue in this chapter that it is a serious question, with answers that could have profound implications for the ways in which teachers are supported in their professional learning from initial teacher education (ITE) through career-long, in-service development. The issues discussed are of particular relevance to those just entering the teaching profession, given that many can expect to be in it for over 30 years. The arguments presented are organised around five interlinked assumptions that the authors have made about teaching, learning and teaching as learning:
Assumption 1: Teaching is a profession, therefore teachers have a professional responsibility to their ‘clients’ (children and young people). Assumption 2: Teacher education is a career-long process, so the different stages in the process need to be understood as a continuum. Assumption 3: Teachers have a right (and a responsibility) to engage in effective forms of career-long professional development. Assumption 4: Mentoring is a core professional development activity for all members of the teaching profession. Assumption 5: Professional development activities for teachers should be based on consistent theories of learning.
