In a time of curriculum and school reform, how teachers interpret the curriculum and seek out professional learning becomes an important part of the enactment of teaching practices in schools. This research investigates how experienced Ontario elementary teachers use their personal and professional knowledge to define what they consider to be personal, purposeful and relevant professional learning; authentic professional learning (Mockler, 2013; Webster-Wright, 2009). The study uses a narrative approach, which takes a situated, holistic perspective in examining teachers’ lived experience and motivation for engaging in professional learning (Webster-Wright, 2009).
The findings show how experienced teachers seek out learning opportunities that honour their professional knowledge, integrity and identity. While looking for a sense of autonomy in their learning they also expressed a desire to work with other experienced teachers in order to collaborate, communicate and construct new learning. Their agency is fashioned through the interaction with others - their flock - when building their professional knowledge (Prieslty, Biesta, Robinson, 2015). As experienced teachers are a rich resource, capable of building up the educational profession, it becomes important for the educational system to capitalize on their professional capital, wisdom and knowledge.