Professional development is grounded in the developmental theories of Vygotsky in an attempt to better understand the mechanism underlying teacher development. The rationale for the use of Vygotskian framework is provided in the context of describing the various models of professional development. Within this theoretical framework, it is argued…

This paper explores some of the work that has been occasioned by the writings of D.A. Schon on the development of professional knowledge by teachers. The paper has four sections. The first is a sketch of one interpretation of Schon's theoretical approach. The second examines selected appraisals of the more general features of Schon's work. The…

The controversial nature of the knowledge base of educational administration is discussed in this paper. Included are a definition of professionalism, a discussion of how to build and develop a knowledge base, and a review of the obstacles to knowledge base development. Elements of a consensual knowledge base include theory, practice, and other…

This paper examines how teachers develop and modify professional knowledge in response to experience and to new research knowledge. A discussion is presented on the interaction of propositional knowledge (the basic medium of classroom and research knowledge) and practical knowledge (the observable competence apparent in successful professional…