Navigating roadblocks and gates: longitudinal experiences of highly accomplished teachers following professional development

Highly Accomplished Teachers (HATs) think deeply about skilled pedagogy in ways that illuminate its complexity and the challenges of pedagogical change. The sophistication, breadth, depth their thinking often goes well beyond way teachers responses to professional development (PD) are typically positioned extensive, quite pessimistic literature on teacher PD. This study extends our previous research with a cohort HATs immediately following participation an intensive PD programme, where we reported how they took ideas from programme extended amplified them by exerting agency high degrees professionalism. Our current reports same 2 years post-PD as sought introduce inspired within schools. While there were some clear successes, challenged existing practices school leadership did not expect. Thus, encountered barriers cases able navigate overcome. paper foregrounds new complexities both change flowed HATs’ exerted professionalism tackle these.