Teachers' sensemaking of professional learning - how different understandings of professional learning interplay in the school context

The purpose of this investigation is to examine teachers’ understandings of professional learning in their everyday practices, and how teachers makes sense of different meanings professional learning takes in the school context. The research project explores teachers' meaning-making in the school setting, as individual teachers and as participants in collective forms of learning to support students' learning. The project is a contribution in ROCIT, Research on Collaboration in Teacher Education, which aims for a closer collaboration between research, teacher education and professional teachers to improve the teaching education in a longer perspective. The result may bring insights into the experienced teachers' perspectives on professional learning in their everyday practices, which could useful information for preparing new teachers into the profession.