Teacher Professional Development in Changing Conditions

  • Douwe Beijaard
  • Paulien C. Meijer
  • Greta Morine-Dershimer
  • Harm Tillema

Table of contents

  1. Front Matter
    Pages 1-8
  2. Douwe Beijaard, Paulien C. Meijer, Greta Morine-Dershimer, Harm Tillema
    Pages 9-23
  3. Perspectives on Knowledge, Context and Learning by Teachers

  4. Ruth G. Kane, Tom Russell
    Pages 133-148
  5. Ciaran Sugrue
    Pages 149-164
  6. Rosária Justi, Jan H. van Driel
    Pages 165-180
  7. Margaret R. Olson
    Pages 181-195
  8. Perspectives on Teachers’ Personal and Professional Lives

    1. Per F. Laursen
      Pages 199-212
    2. Jane Ashdown, Barbara Hummel-Rossi
      Pages 213-229
    3. Elizabeth Labone, Jude Butcher, Michael Bailey
      Pages 245-256
  9. Teachers’ Workplace as Context for Learning

  10. Back Matter
    Pages 365-369

About this book


This book presents some highlights from the deliberations of the 2003 conference of the International Study Association on Teachers and Teaching (ISATT). Part 1 presents the five keynote addresses of the conference, while Parts 2 through 4 present selected papers related to each of three sub-themes: knowledge construction and learning to teach, perspectives on teachers’ personal and professional lives, and teachers’ workplace as context for learning.

The chapters in this book provide an array of approaches to understanding the process of teacher learning within the current context of the changing workplace environment. They also provide an important international perspective on the complex issues revolving around the international educational reform movement. Basically, they show how teachers’ workplace (inside and outside schools) are more than ever subject to continuous change and that, subsequently, standards for teaching must be flexible to these changing conditions. This asks for a redefinition of teacher professionalism in which the role of context in teacher learning is emphasized as well as the improvement of the quality of teacher thinking and learning. Related to the ever-changing context of teaching, a dynamic approach to teaching and teacher learning is required, in which identity development is crucial. Researchers have an important role to play in revealing and explaining how teachers can build their professional identity, through self-awareness and reflection, in the ever-changing educational contexts throughout the world.


education professional learning teacher education teacher learning

Editors and affiliations

  • Douwe Beijaard
    • 1
  • Paulien C. Meijer
    • 1
  • Greta Morine-Dershimer
    • 2
  • Harm Tillema
    • 1
  1. 1.University of LeidenLeidenThe Netherlands
  2. 2.University of VirginiaCharlottesvilleUSA

Bibliographic information