Abstract
This paper argues that the current models of curriculum 'delivery' promoted through increasingly competence driven, utilitarian technicist approaches to teacher development continue to ignore the lessons of research, and are likely to impoverish rather than enrich the classroom learning experience of the student. For teacher development to be at the heart of curriculum development efforts, those who nwnage education systems need to de7nonstrate understanding of the complexity of classroom interaction and the multi-dimensionality of teacher growth. Career long models of teacher development must take account of principles of differentiation, progression and continuity, and balance.
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