The rationale supporting the ten attributes of successful professional development programs essentially originates in three related areas of inquiry. The first is constructivism. Constructivist theories acknowledge the individual and social processes associated with meaning making, and they stress the importance of experience and collaboration in learning.
Constructivism applies to learners of all ages.
These theories have their roots in constructivist learning but focus on the unique needs and abilities of adults. While these attributes may also be appropriate for younger learners, adults have accumulated more knowledge and life experience. They also have stronger conceptual control over their own cognitive processes than younger learners. Therefore, honoring adults' wisdom and autonomy is essential in designing effective professional development programs. Transformative theories of adult learning note that only mature learners are able to exhibit a fully developed critical consciousness which allows them to examine the socially constructed nature of their current beliefs and to consider change.