Conceptual Approaches and Theoretical Indications of Teacher’s Professional Development

Abstract

The teacher professional development constitutes an important topic for teachers, while its contribution and significance in a constantly-evolving and changing education environment is generally acknowledged. This study explores the different theoretical depictions and conceptual approaches of the notion of professional development in the Greek and international research literature. The professional development components and features are classified in seven primary dimensions, which formulate, evolve, and reformulate during the teachers’ career path. The proposed classification can serve as a theoretical foundation for exploring the intervention of the theoretical approaches and their impact on the daily practice in the contemporary educational reality.