This book examines the nature of teacher professionalism, the continuing professional development of teachers, and the contexts in which this occurs. Using a range of international research and development work, the book discusses how personal and professional contexts promote and inhibit improvement in teaching. It examines the effects of school leadership and culture; the place of appraisal and personal development records in teacher and school development; inservice as intervention; reflective practice; partnerships between schools and universities; and networks for improvement. Finally, the book highlights the complexities of becoming and remaining an effective teacher in changing circumstances, arguing that without a focus on lifelong learning, teachers cannot provide the best learning opportunities for their students. There are 10 chapters: (1) "Being a Teacher, Developing as a Professional"; (2) "Teachers as Inquirers"; (3) "Understanding Teachers' Development: Experience, Expertise, and Competence"; (4) "Teachers' Conditions of Work: Classrooms, Cultures, and Leadership"; (5) "Self-Renewal: Appraisal, Change, and Personal Development Planning"; (6) "School-Led Professional Development: A Case Study"; (7) "In-Service Education and Training: Limits and Possibilities"; (8) "Learning through Partnerships"; (9) "Networks for Learning: Teacher Development, School Improvement"; and (10) "The Role of Teachers in a Learning Society." (Contains approximately 480 references, 21 figures, and an index.) (SM)