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New Visions of Teacher Professional Development


by Judi Randi & Kenneth Zeichner — 2004

To trace the evolution of teachers as learners, we examine past and current staff development practices in light of our new vision of profession development, in which teachers’ knowledge-seeking goals are valued and supported and their work affords them opportunities to achieve their goals. We seek to understand the differences between staff development opportunities typically offered to “schools of teachers” and learning opportunities that situate teaching in a broader professional context. First, we describe these different orientations toward teacher professional development and illustrate them with examples of past and current practices. Next, we examine the theories of learning and teacher knowledge that may explain these differences. Finally, we review promising new practices such as teacher research in which teachers work together within and across schools to contribute to the professional knowledge base and the improvement of the teaching profession.


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This article originally appeared as NSSE Yearbook Vol 103. No. 1.


Cite This Article as: Teachers College Record Volume 106 Number 13, 2004, p. 180-227
http://www.tcrecord.org ID Number: 18569, Date Accessed: 10/19/2017 1:41:01 AM

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About the Author
  • Judi Randi
    University of New Haven
    E-mail Author
    JUDI RANDI is an Assistant Professor of Education at the University of New Haven.
  • Kenneth Zeichner
    University of Wisconsin-Madison
    E-mail Author
    KENNETH M. ZEICHNER is Hoefs-Bascom Professor of Teacher Education and Associate Dean at the University of Wisconsin-Madison.
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