This selection of carefully chosen articles invites teachers to explore their own professional development and review their practice in schools. It draws together the multifaceted nature of primary teaching through a focus upon historical, cultural and political influences and considers the impact this has upon the way primary teachers develop professional knowledge.

Issues explored in the book include: changing approaches to: curriculum selection; school organization and; curriculum planning.

These are situated and considered in the personal contexts of primary teachers' continuing professional development. Themes explored include: analysis of critical incidents as a strategy for developingreflective practice; issues embedded in individual versus collaborative approaches to

using reflective practice in professional development; the teacher as researcher.

This innovative book draws together issues concerning the way primary teachers develop professional knowledge and the influence this has upon their practice in schools. At the same time it encourages teachers to apply their reading to their own personal context and research an aspect of their own practice. It includes both some of the most recent research alongside classic articles, drawing on the work of some of the most renowned figures in primary education.

PART ONE: CONTEXTS FOR PROFESSIONAL PRACTICE
Pedagogy and Culture - Robin Alexander
A Perspective in Search of a Method
Basic, Cores and Choices - Robin Alexander
Modernising the Primary Curriculum
Primary Practice in Historical Context - Brian Simon
Continuing Professional Development - Marion Dadds
Nurturing the Expert within
Horses for Courses or Courses for Horses - Steven Higgins and David Leat
What Is Effective Teacher Development?
PART TWO: FACILITATING PROFESSIONAL DEVELOPMENT
Reflections on Reflective Teaching - Kenneth M Zeichner and B Robert Tabachnick
Discovering Our Professional Knowledge as Teachers - Tom Russell and Shawn Bullock
Critical Dialogues about Learning from Experience
Critical Phases and Incidents - Patricia Sikes, Lynda Measor and Peter Woods
PART THREE: INVESTIGATING PROFESSIONAL DEVELOPMENT
Why Are Class Teachers Reluctant to Become Researchers? - Roger Hancock
A Teacher¿s Response to ¿Reflection-in-Action¿ - Andy Convery
Networks That Alter Teaching - Michael Huberman
Conceptualizations, Exchanges and Experiments
Autobiographical Research and the Emergence of the Fictive Voice - Peter Clements
Arguing for Your Self - Maggie MacLure
Identity as an Organising Principle in Teachers¿ Jobs and Lives