Knowledge is contextual, socially-constructed, and influenced by culture. A perception exists that the content of professional development may be applied in any educational setting . New ideas can be viewed critically and placed in the context of experience. Choosing to recognize that what works for others may not make sense in all settings. Professional development attempts to fill perceived gaps in participants' knowledge or skill areas.
Questions arising from daily practice can be the impetus for professional development.
These questions can be posed for action research or for study through a learning plan. Regardless, the learning process can begin with acknowledging what participants already know about the subject, and then building upon that in a meaningful way. Isolated educators tend to remain so , coming together only sporadically for workshops or staff meetings. Engaging in collaborative professional development reduces isolation . Learning networks can inspire on-going communication among participants and allow them to share problems, ideas, and solutions with others at any time.