Abstract:
This paper seeks to extend the concept of image to enable an appropriate focus to be directed on processes of attaining professional competence. It does this by introducing the notion of "image of development" and uses this concept to map the images of development held by novices and supervisors of novices. This mapping allows a comparison of the views of development held by the two different groups and draw out implications of these differences. It further seeks to develop a model of learning professional knowledge based on data reported from student teachers about how they develop such knowledge.