Although educators and researchers believe that
professional development is a key factor leading to
quality teaching, there have not been many studies
that delve into the impact of these development
programs at the classroom level. This is a
limitation that needs to be addressed because the
real challenge of professional development is posed
only after the implementation process has begun. The
present book contains a study that attempts to
contribute to overcoming this lack by investigating
the impact of a specific professional development
program in the actual classrooms where the process
of day-to-day teaching and learning is carried out.
By integrating both theoretical and empirical
investigations, the findings contained in this book
should serve as a useful guide to all those involved
in enhancing the education of our students by
improving the practice of teachers.