Professional development for new times

Year: 2001

Author: Peters, Judy

Type of paper: Abstract refereed

This paper examines the contributions made by constructivist learning theory and change theories (e.g. systems theory) to the reconceptualisation of professional development for teachers and tertiary teacher educators. The author analyses recent changes in the contexts, principles, purposes, forms, processes and content of professional development in the light of these theories. Insights from this analysis will be used to reflect on the benefits, difficulties and potential of the current emphasis in Australia and overseas on school/university partnership models of professional development for teachers and teacher educators.