ABSTRACT
This chapter continues the overview of the findings derived from the empirical research and presents them as theoretical frameworks to guide future action. A grounded theory of the ecology of advanced professional practice provides conceptual foundations for the improvising teacher. The improvising teacher is viewed as a prototype model of expertise from two perspectives: the mindset and the practices demonstrated in the classroom. This framework is tested against similar research and the chapter concludes with evidence from the research participants of what it means to be an improvising teacher and outlines the developmental process that leads to this form of advanced professional practice..
