ABSTRACT
Once the first few years of a teacher’s career are completed, their own learning in the classroom tends to slow – experience is no longer a powerful performance enhancer. It is no longer self-evident how they should improve their own practice. Moreover, their own habits of the classroom make it hard to change practice, even when they want to. The chapter shows how the application of deliberate practice by teachers can be used to ensure they keep on moving up their own learning curve. Expert coaching has so far been shown to be the most effective means for doing this.
