An understanding of teachers' development paths is needed to help teacher educators assist student and beginning teachers in their professional development. These paths are the routes teachers take as they learn to act more effectively by means of adopting new forms of conceptualising, and responding to classroom situations. A grounded theory analysis of both extensive data from cross-sectional cohorts of subjects and from more intensive case study data. Showed the possibility of tracing longitudinal paths in the management domain. on Implications of these findings for further research and teacher education are discussed.