ABSTRACT
The premise of knowing-into-doing is used to outline the future-orientation in which current professional development is intended to reshape future classroom practice. Using this premise as a frame, the chapter presents a series of three “maps” of how teacher professional development is organized. The first lays out topic and process as content; the second details the content as teaching issues and teaching practices; and the third maps the two principal ways in which professional development is delivered. The most common organization is top-down, usually operating through cascade-training, train-the-trainer designs. In contrast, teacher-led approaches use inquiry-oriented designs to scrutinize teaching. The PALM PLUS project is an example of a cascade-training design and the Teacher Knowledge Project seminars are an example of an inquiry-oriented design.
