Teacher development has come under close scrutiny through which it
has become clear that previous assumptions about linking staff
development and effective changes confined to specific innovations
were too limited. This collection traces the link between teacher
development and education change. Each of the chapters helps the
understanding of teacher development and points to directions for
reform and the improvement of practice. Together they draw on
empirical work in Canada, England and the United States, addressing
all issues of educational change.
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