Teacher training may be perceived as somewhat of an intangible construct because it presumes to cover a lot of ground, takes on many forms, and pertains to different kinds of participants. There are teachers from preschool through graduate studies; in homes, resource centers, schools, and alternative educational settings; in various stages of professional careers; and in the throes of juggling many administrative, instructional, learning, and other kinds of responsibilities. As understandings evolve as to the magnitude of who teaches, and what teaching encompasses, so, too, do our understandings broaden regarding the training that is necessary to do the job (in all its multifaceted complexity) well.

Training implies learning and development in any number of capacities, personal and professional, but given the breadth of whom and ...

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