ABSTRACT
The 1990s have presented teacher education with daunting challenges and opportunities. Teachers, teacher educators and researchers must be prepared to work effectively, with increasing diverse learners, and to develop programmes rich in content and pedagogy. Five years of school-based teacher development research has made me conclude that educational institutions have to concentrate their efforts both substantively and strategically for continued development to occur. The discussions in this chapter focus on professional teaching and the research communities working collaboratively to learn from each other and improve practice.
