National Clearinghouse for Bilingual Education, Washington, DC.
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In this era of educational reform, teachers are being asked to assume new roles and adopt new practices that emphasize teaching for understanding rather than the routine-driven, standardized teaching that has become accepted practice. These new roles and practices demand a new type of professional development, one that extends beyond the traditional teacher training of the past to incorporate time for reflection, inquiry, and collaboration that derive from the problems and issues of day-to-day practice. In the April 1995 issue of Phi Delta Kappan, two articles, by Linda Darling-Hammond and Milbrey McLaughlin, and Ann Lieberman, address changes in professional development policy and practices necessary for implementing educational reform. In each of these articles the authors suggest that teachers be involved as learners in much the same manner as their students and that new structures and institutional arrangements be offered for supporting and providing learning opportunities for teachers.