| This study explored the career professional development paths of four veteran elementary teachers. The study consisted of multiple semi-structured interviews with four teachers that have taught over 30 years, including the researcher as one of the case studies. This qualitative research took place at a school where three of the teachers in the study continue to teach (the fourth teacher is retired).; This research positioned me as the researcher in different ways because I chose participants with whom I had personal relationships. The multiple postionings that were experienced during the interviews and observations, added layers of complexity to the study. The convenience of doing most of the research in my own backyard sometimes got in the way. It was challenging to try to look at the “familiar” with “unfamiliar” eyes.; Using a cross-case analysis, I describe the three themes that these experienced teachers identified as important for professional development: collegiality/relationships, risk-taking, and teacher leadership. While all four teachers talked about these same three themes, there were differences in how they understood and approached professional development.; This study provides examples of what four veteran teachers consider is “good” professional development. While many teacher development activities are still being planned by principals and district administrators, this study suggests that these experienced teachers prefer to be in charge of their own professional development. Rather than “outside” experts talking at them, they prefer to learn and grow in an environment of collegial trust that supports risk-taking and opportunities for leadership. |
