ABSTRACT
There are many different professional development interventions being researched with teachers in an attempt to improve practice. The history of these things tells us that most are likely to have limited success. Like R. Lewis’ (2006) discovery of teachers who revert to poor practice after improving, most interventions seem to have a limited lifespan in schools. The contention of this book has been that these failures to improve represent a mismatching of the interventions. They do not take the human reality of teaching into account and therefore do not address the key issues.
