This article reports on the findings of a PhD research project into the improvisatory nature of teacher expertise. The data are taken from a series of comparative case studies of seven experienced teachers working in secondary schools in the South West of England and who have been identified as being expert within their school setting. Constant…

In order to contribute towards the construction of an empirically-grounded theory of effective continuing professional development (CPD), this paper seeks to develop a model of the effects of teachers' CPD or in-service education and training (INSET). It builds on an earlier typology of INSET outcomes and compares it to two previous classification…

Professional development programmes for teachers have become an increasing focus in the quest to improve teacher quality. In regional and remote areas of Australia the delivery of professional development programmes can become problematic. This study compares and contrasts the two separate professional development programmes evaluated (Programme A…