ABSTRACT
Some of the literature of teacher education contains an implicit or explicit assumption that ‘professional development’ and ‘personal development’ are distinguishable processes. It is the argument of this chapter that they are one and the same, and that responsibility rests with the individual teacher rather than the national system, the employing authority, or the school. Furthermore, if this is not recognized, programmes of professional development are likely to be ineffective and to encourage forms of organization and control that are very unprofessional in their character and consequences.
The reasons are examined for the upsurge of interest in how the quality of education might be improved through the post-experience education and training of teachers. Some weaknesses are identified in the knowledge base of this concern and of the programmes that it has spawned, and some steps are suggested to overcome these weaknesses. Professional development is best conceptualized in relation to a multi-stage process of teacher education, the elements of which are outlined. Finally, desiderata are stated that programmes of professional development should satisfy if they are to recognize and respect individual teachers’ responsibility for their own growth.
