ABSTRACT
The chapter draws on Reddy’s ideas of “conduit metaphor” and “toolmaker’s paradigm” to frame how providers’ and participants’ views of professional development coincide and interact. Language in professional development is expected to work as the conduit to transfer content from provider to participant, even as participants will make their own sense of what happens. To address this situation, the alternative idea of (mis)Alignment is introduced from the Learning4Teaching Project and discussed using data analyses from the national studies in Chile and Qatar. Events are analyzed independently from the providers’ and the participants’ perspectives which creates a parallax view in which professional development can (mis)Align.
