Policies that support professional development in an era of reform

Abstract

Understanding the conditions through which teachers’ acquisition and use of new knowledge and skills are enhanced informs our understanding of effective models of professional development. In this article the authors examine some design principles to guide policy-makers and school reformers who seek to promote learner-centred professional development which involves teachers as active and reflective participants in the change process. They aimed to explore: the role of teachers as learners and teachers, new designs
for professional development; school culture and how it relates to critical enquiry; elements of effective curriculum frameworks; messages emerging for policy-makers and administrators concerned with professional development for teachers