@article {397961,
	title = {An affinity for learning: Teacher identity and powerful professional development},
	journal = {Journal of Teacher Education},
	volume = {70},
	number = {5},
	year = {2019},
	month = {2018},
	pages = {526-537},
	abstract = {
	Professional development (PD) for teachers is widely variable in its effectiveness. Efforts to improve PD at scale are complicated by the tremendous heterogeneity among teachers: what works for one teacher may work not at all for another. Using the lens of professional identity to analyze teachers{\textquoteright} perceptions of PD, I present and discuss five in-depth teacher accounts of their most powerful professional learning experiences, concluding that professional identity is a durable (but malleable) filter through which teachers interpret professional learning. I offer implications for how a better understanding of professional identity could be used to improve PD design and policy.

},
	url = {https://journals.sagepub.com/doi/10.1177/0022487118788838},
	author = {Noonan, James}
}
