This article aims to provide an overview of
effective approaches to teachers’ professional
development. These approaches have been
selected for their congruence with best prac-
tices in the field and for their effectiveness in
bringing about quality teacher learning over
time. In presenting the various approaches, an
effort has been made to contextualize them
within two important success indicators for
teacher development programs: their congru-
ence with the principles of adult learning and
their differentiated nature in light of research
findings on the lives of educators.