This paper draws upon Bourdieu's concepts of habitus, capital and field to better understand and appreciate the conditions which encouraged the productive professional development (PD) practices of one very capable teacher working in a secondary school in the British Midlands. Rather than celebrating this teacher's practices and perspective as…

This paper reveals how the provision of teacher professional development is conceptualised within the Australian Government Quality Teacher Programme (AGQTP) policy text and its predecessors, and uses these texts to infer the nature of the production practices associated with the development of these policies. The paper argues that multiple…