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This paper examines the current shape of teacher professional learning, or in-service teacher education, in Australia. Increasingly, teacher professional learning is positioned as both a sure-fire solution to some of the intransigent educational problems of our time, as well as a policy problem in and of itself. In this paper I explore some of the dominant discourses surrounding teacher learning, such as those related to professional standards, teacher professionalism and teacher quality, whichdoi:10.14221/ajte.2013v38n10.8 fatcat:skbgut6znfbabbezbvcdferwqe