Shifting the Perspective on the Professional Development of Inservice Teachers and Teacher Educators

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This article proposes that professional development models for inservice teachers should shift to a collaborative design that includes partnerships between Schools, Colleges, and Departments of Education and public school personnel. The traditional model of professional development supports theory over practice, decontextualized research over contextualized action research, and the advanced knowledge of teacher educators over school-based, applied knowledge. The theoretical underpinnings of an alternative model of professional development and examples of its application are presented in this article.