ABSTRACT
For something as obvious as the need to relate teacher development and educational change, it is surprising how little systematic attention has been devoted to understanding the topic and taking appropriate action. 1 In fact, the focus on the link between teacher development and educational change is barely fifteen years old. In this chapter we want to trace this development briefly, indicate the unfinished agenda, and illustrate how the chapters in this book contribute to what has only very recently become a rapidly growing knowledge base.
