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SUMMARYIn this paper the authors outline the concept of professional development as it pertains in the Australian context of education. Various models of and approaches to professional development of teachers are discussed, ranging from short sessions and courses to more extended models. The model adopted in Victoria, Australia through the Victorian Professional Development Network is addressed and an outline of the way modules of professional development may articulate into formal award bearing university courses is discussed. Following a major research study carried out in New South Wales by one of the authors, a new model for professional development is posited. This model portrays professional development as a dynamic and interactive process between three central elements in the professional development equation.
Ling et al. (Fri,) studied this question.