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 study is an empirical account of the professional development (PD) practices that constituted part of the work of a group of teachers and school-based administrators working together in a cluster of six schools in southeast Queensland, Australia, during a period of intense educational reform. The data comprise meeting transcripts and…

This study investigated senior educators' viewpoints on teacher professional development (PD). To examine the nature and source of participants' perspectives, the study employed Bourdieu's notion of practice as socially constituted and contested. Interviews were conducted in southern Ontario with 24 senior Ministry officials, principals, and…

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…

This article draws on Bourdieu's field theory and related concepts of habitus and capitals, to explore policy implementation in relation to a particular case of teacher professional development in Queensland, Australia. This implementation process is described as an effect of the interplay between what is called the policy field and the field of…