ABSTRACT
In the Introduction to the book we argued that students’ learning is closely intertwined with teachers’ learning. We also suggested that in accordance with the principles of adult learning (Szabo and Lambert, 2002) it is desirable for teachers to work collaboratively, to be reflective practitioners and to adopt a research stance in the classroom. In essence, these strategies equate to a constructivist approach to learning that enables teachers to construct meaning from interaction, discussion and professional dialogue (Harris and Muijs, 2005). In similar vein, Hargreaves (1997, p. 99) has observed that teachers’ learning should be as constructivist as the learning of their students is meant to be. This chapter elaborates on such professional learning and describes the conditions within a school that are likely to stimulate and support it.
