Teachers apply knowledge and skill to a variety of classroom situations, allowing contextual variables to guide appropriately their decision. They make decisions before, during, and after teaching that impact student learning. Teachers gradually develop in their ability to use knowledge and skill in classroom contexts. Teachers become more expert over time. Developing teachers move away from preoccupation with self and theoretical principle toward the learner and application of principle.
Teachers differ in patterns of development, and therefore in style.
The direction of teacher development can be described with the use of the novice-expert model. Developing teachers become more and more concerned about the effects of their behavior. Developing teachers attack increasingly complex classroom problems over time. Developing teachers are problem finders and problem solvers. Professional decision making, and therefore professional growth, occurs in the contexts of four major areas.