Moving teacher learning from the margins to the mainstream

What images come to mind when you think about in-service teacher learning? If you imagine a continuing professional development workshop, attended by teachers, facilitated by an outside expert, about the latest teaching policy or practice - then your thinking is safely in the mainstream of practice in the field. Though this mainstream practice has been widely criticized (TNTP, 2015), and its effectiveness questioned (Yoon et al., 2007), it remains the most common way of thinking about and enacting in-service teacher professional development (Darling-Hammond et al., 2009).