ABSTRACT
With this chapter we continue the theme of working with experienced teachers on improving their classroom practice. Again the theme of collaboration emerges as of vital importance; but Laurinda Brown takes us on an interesting journey into the micro-structure of these interactions, and explores, through two case studies, the valuable role that ‘dissonance’ can play in helping people first to become aware of the foundations of their existing practice, and then to formulate new directions. Laurinda is particularly keen to develop, through these examples, a model of how the facilitator of professional learning in this context can be of most value. She illustrates very nicely how guided reflection on the small details of classroom behaviour can develop this sense of ‘grit’, like becoming aware of a pebble in your shoe, that, once noticed, provides the irritant stimulus to cause deeper and deeper insight into one’s implicit theories of teaching and learning. And she demonstrates clearly how the activity of trying to help another adult learn is itself an excellent opportunity for the ‘teacher’ also to learn. Teaching is, at least potentially, as much a ‘learning’ role as ‘learning’ is.
