ABSTRACT
This chapter focuses on how different forms of professional development infl uence the roles and values of the becoming teachers interviewed in this study. Teachers’ professional development is located in their personal and professional lives and within the policy and school settings in which they work (Hargreaves 1992; Day 1999). When I talked to and interviewed the teachers in this study, it was clear in that most teachers all three national settings valued two aspects of professional development-namely, opportunities for promotion and opportunities for staff development. It was also clear when analysing the data how professional development is located and how it varies enormously in different settings from the formal (e.g., specifi c courses offered for teachers to attend) to the informal (e.g., informal discussions with other staff members about how to teach a particular aspect of a subject). It also varies in terms of whether or not the development offered (and sought) is for humanitarian concerns about teaching and/or for more utilitarian concerns (i.e., focused specifi cally on a particular outcome, for example, suggestions about how to improve exam performance offered by a particular examination board). In this chapter Norwegian teachers’ views are examined concerning opportunities for promotion and opportunities for staff development. German teachers’ views are discussed concerning opportunities for promotion and opportunities for staff development. Finally, English teachers’ views are explored concerning their opportunities for promotion and their opportunities for staff development.
