Christopher Day is Professor of Education and Co-Director of the Centre for Research on Teacher and School Development at the School of Education, University of Nottingham. He has worked as a schoolteacher, teacher, educator and local authority adviser. His previous publications include Developing Teachers: Challenges of Lifelong Learning, Falmer Press (1999,) Leading Schools in Times of Change (Open University Press, 2000)and The Life and Work of Teachers: International Perspectives in Changing Times (2000). Judyth Sachs is Professor of Education in the Faculty of Education at the University of Sydney. She is past President of the Australian Association for Research in Education and Fellow of the Australian College of Education. Her recent publications include The Activist Teaching Profession(Open University Press 2003).

• Foreword, Tom GuskeyPart 1: A Critical OverviewChapter 1, 'Professionalism, Performativity and Empowerment: Discourses in the Politics, Policies and Purposes of Continuing Professional Development', Christopher Day and Judyth SachsChapter 2, 'Literature, definition and models: towards a conceptual map', Ray Bolam and Agnes McMahonPart 2: Regional Case StudiesChapter 3, 'Rhetorics and Realities of C.P.D. across Europe: from Cacophony towards Coherence?', Ciaran SugrueChapter 4, '"Looking at Student Work" in the United States: Countervailing Impulses in Professional Development', Judith Warren LittleChapter 5, 'Continuing Professional Development Policies and Practices in the Latin American Region', Beatrice AvalosChapter 6, 'Teacher Professional Development - Themes and Trends in the Recent Australian Experience', Shirley Grundy and Judith RobisonChapter 7, 'Case Studies from Sub-Saharan Africa', Pam Christie, Ken Harley and Alan PennyChapter 8, 'Teachers Networks: a new approach to the professional development of teachers in Singapore', David TrippPart 3: CPD for Professional RenewalChapter 9, 'CPD for Professional Renewal: Moving Beyond Knowledge for Practice', Geert KelchtermansChapter 10, 'Critical Practitioner Inquiry: Towards Responsible Professional Communities of Practice', Susan Groundwater-Smith and Marion DaddsChapter 11, 'Using Research to Improve Practice: The notion of evidence-based practice', John ElliottChapter 12, 'Evaluating Continuing Professional Development: an overview', Daniel Muijs, Christopher Day, Alma Harris and Geoff Lindsay

Christopher Day is Professor of Education and Co-Director of the Centre for Research on Teacher and School Development at the School of Education, University of Nottingham. He has worked as a schoolteacher, teacher, educator and local authority adviser. His previous publications include Developing Teachers: Challenges of Lifelong Learning, Falmer Press (1999,) Leading Schools in Times of Change (Open University Press, 2000)and The Life and Work of Teachers: International Perspectives in Changing Times (2000). Judyth Sachs is Professor of Education in the Faculty of Education at the University of Sydney. She is past President of the Australian Association for Research in Education and Fellow of the Australian College of Education. Her recent publications include The Activist Teaching Profession(Open University Press 2003).

• Foreword, Tom GuskeyPart 1: A Critical OverviewChapter 1, 'Professionalism, Performativity and Empowerment: Discourses in the Politics, Policies and Purposes of Continuing Professional Development', Christopher Day and Judyth SachsChapter 2, 'Literature, definition and models: towards a conceptual map', Ray Bolam and Agnes McMahonPart 2: Regional Case StudiesChapter 3, 'Rhetorics and Realities of C.P.D. across Europe: from Cacophony towards Coherence?', Ciaran SugrueChapter 4, '"Looking at Student Work" in the United States: Countervailing Impulses in Professional Development', Judith Warren LittleChapter 5, 'Continuing Professional Development Policies and Practices in the Latin American Region', Beatrice AvalosChapter 6, 'Teacher Professional Development - Themes and Trends in the Recent Australian Experience', Shirley Grundy and Judith RobisonChapter 7, 'Case Studies from Sub-Saharan Africa', Pam Christie, Ken Harley and Alan PennyChapter 8, 'Teachers Networks: a new approach to the professional development of teachers in Singapore', David TrippPart 3: CPD for Professional RenewalChapter 9, 'CPD for Professional Renewal: Moving Beyond Knowledge for Practice', Geert KelchtermansChapter 10, 'Critical Practitioner Inquiry: Towards Responsible Professional Communities of Practice', Susan Groundwater-Smith and Marion DaddsChapter 11, 'Using Research to Improve Practice: The notion of evidence-based practice', John ElliottChapter 12, 'Evaluating Continuing Professional Development: an overview', Daniel Muijs, Christopher Day, Alma Harris and Geoff Lindsay