Approaching Professional Learning: what teachers want

Teachers do not come to professional learning opportunities as blank slates. Instead, they come to these settings with a complex collection of wants and needs. The research presented here takes a closer look at these wants across five different professional learning settings distilling form the data a taxonomy of five categories of wants that teachers may approach professional learning with. The resultant taxonomy, as well as teachers behaviours vis-à-vis this taxonomy indicate that we need to rethink our role as facilitators within these settings as well as the role that single workshops can play in the professional learning of teachers