Abstract
The strengths and limitations of a developmental approach to the study of teacher change are described. The developmental approach is characterized by: (1) a focus on an end state (maturity); (2) the assumption that all individuals go through the same sequence of changes leading to that end state; and (3) the assumption that these changes are self-directed. This approach is clarified by using examples, and by contrasting it with a biological model of development and a socialization approach to the study of teacher change. A developmental theory of teacher change cannot provide a justification for particular educational goals; justification for adoption of a developmental stage as a goal must come from outside the theory. Developmental theories might help teacher educators understand the mechanisms by which teachers change, but existing theories of teacher development are weak at this point. A description of the stages of teacher change may help teacher educators sequence their instruction. Seeing early stages from the perspective of the end state may also help teacher educators to appreciate teachers at early stages. The paper concludes with suggestions for those who would attempt a developmental approach to the construction of a theory of teacher change. (Authors)