ABSTRACT
The chapter recapitulates the major points of the book: seeing researching as an assemblage rather than as a set of methodological or epistemological decisions; recognizing the conventional calculus that drives most professional development, that assumes that changes in what teachers do will improve what students learn; and acknowledging the imagined conditional relationship which connects teacher and student learning. Two premises of sensemaking—“Where you stand is what you see” and “How you act is what you mean”—are proposed as foundational for the Learning4Teaching argument which the chapter returns to in its central premise: that different ideas as tools are needed to rethink teacher professional development.
