ABSTRACT
The continuing professional development of teachers has become increasingly associated with educational change particularly in terms of school reform efforts and improving student achievement (Thompson and Zeuli, 1999; Elmore and Burney, 1999). Indeed, it is sometimes touted as the solution for the problems of contemporary schooling, where a designated number of hours spent in professional development may be mandated by local and state education authorities. As a result, the nature and effectiveness of professional development, particularly with regard to student outcomes, is under increasing scrutiny. Given the greater focus of attention professional development is receiving, we need to keep refining our insights into how it works and where it fails.
