ABSTRACT: The aim of this article is twofold. First, we present an analysis of the main features of the teacher professional development (PD) models and programs currently considered of highest quality. This analysis is supported by the articles presented in the present monograph, and it also considers other studies that complement these perspectives. We show that axes of teacher change deal with career-long development, reflection in school-based communities of practice, and focus on students’ voices. In addition, we highlight the need for coherence between teacher policies and more global policies aimed at enhancing the quality of education. The second objective is to assess the situation of teacher PD within the Spanish education system, using the identified axes of teacher change as an analytic framework. The comparison reveals important limitations from the points of view of both the specific PD activities offered to teachers and underlying teacher PD model.
Scaffolding teacher professional development and teachers’ ability to use inquiry-based approaches in the Life Sciences classroom within communities of practice