Intro; Foreword; References; Preface; Acknowledgements; Contents; About the Author; List of Figures; 1 Introduction-Why a Book on Teacher Professional Learning Now?; How Does Enacted Personal Professional Learning (EPPL) Provide a New Perspective for TPL?; Two Central Themes; What Constitutes Teacher Expertise?; What Is Personal About TPL?; Why Use a Dual Methodological Approach?; What Does It Mean to Learn to Teach in Australia and Elsewhere?; Who Will This Book Appeal to?; How Is This Book Organised for the Reader?; So What for Future Research and Practice?; References

2 Developing Expertise and Personal Professional Learning-A Global PerspectiveConnecting Concepts for Understanding EPPL; Distinguishing Between Experience and Developing Expertise; Teaching Expertise Criteria for the EPPL Study; Perceptions of Expertise in Teaching; Metacognition and Deliberate Practice of Experts; Expert Teachers as Learning Professionals; Teachers' Professional Learning and the Development of Expertise; Self-understanding Within Personal Professional Learning; Transformative Professional Learning; Policy and Practice in Different Contexts; Summary and Conclusion

A Conversation with ColleaguesReferences; 3 Re-envisioning Teacher Learning-Enacted Personal Professional Learning (EPPL); Dual Methodologies Within a Constructivist Perspective; Narrative Inquiry; Phenomenological Inquiry; Methods for Gathering and Analysing Representations of Experience; Process for Encouraging Expert Teacher Participation; Gathering of Meaning Representations; Analysis of Meaning Representations; Meeting the Five Teachers: Jaxon, Chloé, Mia, Lilli and Anh; Jaxon-Synopsis; Chloé-Synopsis; Mia-Synopsis; Lilli-Synopsis; Anh-Synopsis; Theoretical Tools for Envisioning EPPL

Experience and InsightProblematics and Third Space Thinking; Summary and Conclusion; A Conversation with Colleagues; References; 4 Jaxon: The Motivations of Heart, Happiness and the Whole Person; Jaxon's Story; Risking Serendipity-"Looking for Something New; I Was Just Looking for an Opportunity"; Motivational Approaches and Stimulating Contexts-"Sink or Swim"; Realising Competence-"It Doesn't Matter How Long I've Been Teaching for"; Working with Mentors-"Throw Stuff at Me and I'll Figure It Out"; Caring and Learning-"That's Bigger Than Any Classroom Issue."

Sustaining Future Direction-"I Thought That's Really Powerful I'm More Interested in Pastoral Care"; Narrative Modes of Storytelling; Ideational Context: Good Teaching for Learner Development and Well-being; Interpersonal Context: Happiness and Collegial Relationships; Textual or Spoken Context: Unfazed by Challenges and Universal Differences; Summary and Conclusion; A Conversation with Colleagues; References; 5 Chloé: Core Drivers of Experiential Orientation, Feedback and Self-Regulation; Chloé's Story