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Teacher learning as work and at work: exploring the content and contexts of teacher professional development

Abstract Increasingly, teacher professional development is being used as a policy tool to effect change in educational practices and their outcomes. The article argues for reconceptualising teacher learning as legitimate professional work. Teacher learning during the school day, when students are in attendance or when they are gone is ‘time on’, not ‘time off’. Secondly, the article presents a framework for examining the design, delivery, content, context and outcomes of professional development in schools. Thirdly, using the example of school-to-work programmes, the article suggests that views of teacher learning at work need to be expanded beyond the walls of traditional schools to other sectors in the community. New technologies have, for example, dramatically changed what it means to be ‘at work’. Finally, the article uses findings from the Schools and Staffing Survey to describe teachers' experiences and impact of various professional development activities on their professional work.