ABSTRACT
Change in classroom practice is a multi-dimensional process in which the substance of change can sometimes be seen as being synonymous with changes in observed actions and organization. Observed changes are valuable, but in themselves may be of limited worth in the understanding of change. Perhaps, to gain a deeper understanding of the teaching process and how it changes, there is also the need to understand how the practitioner makes sense of the process and how the influences that generate change are accommodated within the teacher’s own beliefs and actions. The importance of biography, in this process, has been realized and valuable investigations are helping to develop an understanding of the relevance of the personal, in the practice of the teacher.
