Enacted Personal Professional Learning

Carmel Patterson is an associate of the Faculty of Arts and Social Sciences at the University of Technology Sydney and is an active teacher leader in schools. Her motivation lies in developing teacher pedagogy, articulating curricula, integrating digital technologies in learning, and encouraging enacted personal professional learning. She facilitates teacher professional learning in schools, consults on the accreditation of professional learning courses provided by private enterprise and universities, and presents papers at education research conferences both nationally and internationally. Carmel’s teaching, research and professional learning expertise encompass qualifications and experience across her career in university teaching and research, secondary school and tertiary vocational teaching and coordination, and organisational communications, learning, and change management.

1 Introduction: Why a book on teacher professional learning now?.- 2 Developing expertise and personal professional learning: A global perspective.- 3 Re-envisioning teacher learning: Enacted Personal Professional Learning (EPPL).- 4 Jaxon: The motivations of heart, happiness and the whole person.- 5 Chloé: Core drivers of experiential orientation, feedback and self-regulation.- 6 Mia: Resilience and pastoral care built within determined professionalism.- 7 Lili: Horizons for harnessing emotional positivity and dealing with change.- 8 Anh: Emotional suffering of resistance and pedagogical limitations.- 9 Encapsulating perspectives and problematics.- 10 Expertise, Third space thinking and EPPL Principles for action.