Teacher Professional Development: an Australian case study

An empirical exploration of a professional development project is described. Within the activities of the project, professional growth was sought through a reflective process coupled with action learning. The focus was on individual teachers’ knowledge, values, beliefs, assumptions and goals. The outcome for the majority of the teachers was an enriched understanding of the role of the self in teaching and an orientation to professional development that was meaningful and enduring. In the broader context the project sought to extend Stenhouse's position in this manner: curriculum development implies teacher development implies self‐development.