“…PD content is filtered through teacher subjectivities that are themselves born from previous teaching and learning experiences (Sparks & Loucks-Horsley, 1989;Stiles & Mundry, 2002), ranging from intersubjective encounters with colleagues and pupils to engagement within and through structural forces, such as discourse, policy, institutions, and economic constraints. Subjectivities become through the subtle operation of power: the self exerts influence upon the self, others exert reciprocal (although often asymmetrical) influence upon the teacher-as-subject, and structural forces produce constraints and allowances for the individual subject (Ettinger, 2006;Fore, 2013;Foucault, 2011). In other words, the subject becomes through moments of self-fashioning effort and intersubjective co-emergence, all of which occurs within a particular, and highly influential, milieu (Fore, 2013).…”