Tony Loughland is Academic Director of Professional Experience at the School of Education at the University of New South Wales. His research interests lie in teacher professional learning across the continuum from graduate to lead teacher. Tony is an experienced educator who likes to work from practice to theory and back again. His current interest is the application of adaptability to teacher professional learning.

• 1 Adaptive teaching for student critical and creative thinking.- 2 Literature review.- 3 Classroom observation as method for research and improvement.- 4 The relationship of teacher adaptability, self-efficacy and autonomy to their adaptive practice.- 5 Teacher professional learning using the teacher adaptive practice scale.- 6 Looking forward: Next steps for teacher adaptive practice research.

Tony Loughland is Academic Director of Professional Experience at the School of Education at the University of New South Wales. His research interests lie in teacher professional learning across the continuum from graduate to lead teacher. Tony is an experienced educator who likes to work from practice to theory and back again. His current interest is the application of adaptability to teacher professional learning.

• 1 Adaptive teaching for student critical and creative thinking.- 2 Literature review.- 3 Classroom observation as method for research and improvement.- 4 The relationship of teacher adaptability, self-efficacy and autonomy to their adaptive practice.- 5 Teacher professional learning using the teacher adaptive practice scale.- 6 Looking forward: Next steps for teacher adaptive practice research.

Tony Loughland is Academic Director of Professional Experience at the School of Education at the University of New South Wales. His research interests lie in teacher professional learning across the continuum from graduate to lead teacher. Tony is an experienced educator who likes to work from practice to theory and back again. His current interest is the application of adaptability to teacher professional learning.

• 1 Adaptive teaching for student critical and creative thinking.- 2 Literature review.- 3 Classroom observation as method for research and improvement.- 4 The relationship of teacher adaptability, self-efficacy and autonomy to their adaptive practice.- 5 Teacher professional learning using the teacher adaptive practice scale.- 6 Looking forward: Next steps for teacher adaptive practice research.