ABSTRACT
This chapter is based on the assumption that a comprehensive programme of professional development should fulfil three functions: the provision of an adequate system of in-service training for teachers; the provision of support to schools which will enable them to improve their programmes; and the creation of contexts in which teachers are enabled to develop their potential. The barriers to an effective programme of professional development are considered, including those arising in relation to resources, structures, the nature of schools as social systems, and the work situation of teachers. A need for a comprehensive model of professional development is urged, and as a contribution to this the chapter offers three partial models. One deals with methods of in-service training, a second explores patterns of governance involving grass-roots democracy which equalizes professionals and community members, and a third examines the potentiality of programmes of professional development and school renewal as a continuous process. These partial models are illustrated by reference to various research and development programmes. The chapter ends with a set of propositions for improving professional development.
