Organising Context as a Source for Teacher Professional Learning

Teacher professional learning is often seen as something that takes place in organized, formalized settings. I propose a broader starting point: the idea that it can be understood as the result of the teachers’ confrontations and interactions with and within their professional contexts, and that context can thus serve as a source for learning. I developed a tool that can help teachers reflect on the sources they tap into - and identify and mobilise additional contextual sources for learning. I would like to present the tool and discuss its potential for optimizing the conditions for planned and unplanned professional learning.