ABSTRACT
My arguments for a reconceptualization of in-service teacher education policy are based on my experiences as an educational researcher and provider of in-service programmes for teachers from the School of Education of the University of Bath. These programmes have developed over the past twenty years in my work with teachers on their in-service education in Somerset, Avon, Wiltshire and Gloucestershire. My arguments are also based on my experience of examining Diploma, MEd, MPhil and PhD programmes on teachers’ professional development in a range of colleges of higher education, polytechnics and universities.
