Abstract
Three approaches to teacher development are: (1) attempts to construct a developmental theory; (2) efforts to apply existing developmental theories; and (3) inservice practices justified in developmental terms. Goals and strategies are connected with different uses of the term "development" in teacher education. Associated with efforts to construct theories of teacher development is a diagnostic-prescriptive approach to staff development. It is important to match the teacher's needs and to diagnose the teacher's current stages of development in order to understand how to proceed. A second model, derived from existing developmental theories, is built around creating a mismatch between the teacher's current stage of development and the desired stage of development. A third concept emphasizes certain enabling conditions that support self directed learning. Teachers need to attain a certain level of psychological maturity in order to foster developmental growth in their students. (JN)