This book challenges some well-established assumptions in teacher training evaluation. It explores how teachers learn on a training course. By exploiting the imagery of a metaphorical journey of development, a framework is formulated for analysing teacher learning which distinguishes between applied knowledge, conceptual knowledge and knowledge of self. The descriptive framework therefore depicts the integration of levels for both the process and the products of learning and as such is a powerful tool for teacher educators. The book advocates an alternative constructivist -...