The key premise of professional development (PD) is that learning to teach continues throughout teachers’ careers. And yet, experienced teachers are often portrayed in media and public policy as resistant to such learning and afraid of change. This paper seeks a more nuanced understanding of why experienced teachers might resist the prospect of PD by investigating their responses to an innovative research-based collaborative approach known as Quality Teaching Rounds (QTR). We chronicle a story of change, from initial reservations to deep engagement and professional renewal. Analysis of before-and-after interviews with 25 mid-to-late career teachers from 20 primary and secondary schools in New South Wales, Australia, revealed that three features of QTR were critical to teacher turnaround: the time afforded teachers to refocus on quality teaching; time to observe teaching and learning and be observed; and processes founded on trust in and respect for teachers. In essence, QTR inspired teachers to embrace the opportunity to enhance their individual and collective practice, and they were rejuvenated in the process. Accordingly, we argue that the problem of professional development uptake among experienced teachers may lie less in ageist assumptions about their resistance to change than in the nature of the PD on offer. When PD is meaningful, intellectually engaging, safe, and collegial, experienced teachers are eager to participate.

专业发展 (PD) 的关键前提是学习教学贯穿教师的整个职业生涯。然而，在媒体和公共政策中，经验丰富的教师经常被描述为抵制这种学习并害怕改变。本文通过调查他们对一种称为优质教学轮次 (QTR) 的创新研究型协作方法的反应，寻求更细致地理解为什么有经验的教师可能会抵制 PD 的前景。我们记录了一个变化的故事，从最初的保留到深度参与和专业更新。对来自澳大利亚新南威尔士州 20 所中小学的 25 名中后期职业教师的采访前后分析显示，QTR 的三个特征对教师周转至关重要：时间让教师重新关注质量教学; 观察教学和学习并被观察的时间；以及建立在对教师的信任和尊重基础上的过程。从本质上讲，QTR 激励教师抓住机会加强他们的个人和集体实践，他们在这个过程中重新焕发活力。因此，我们认为，经验丰富的教师接受专业发展的问题可能不在于他们对变革的抵抗的年龄歧视假设，而在于所提供的 PD 的性质。当 PD 有意义、智力参与、安全和大学时，经验丰富的教师渴望参与。他们在这个过程中重新焕发了活力。因此，我们认为，经验丰富的教师接受专业发展的问题可能不在于他们对变革的抵抗的年龄歧视假设，而在于所提供的 PD 的性质。当 PD 有意义、智力参与、安全和大学时，经验丰富的教师渴望参与。他们在这个过程中重新焕发了活力。因此，我们认为，经验丰富的教师接受专业发展的问题可能不在于他们对变革的抵抗的年龄歧视假设，而在于所提供的 PD 的性质。当 PD 有意义、智力参与、安全和大学时，经验丰富的教师渴望参与。