Teacher professional development is essential to efforts to improve our schools. This article maps the terrain of research on this important topic. It first provides an overview of what we have learned as a field, about effective professional development programs and their impact on teacher learning. It then suggests some important directions and strategies for extending our knowledge into new territory of questions not yet explored.

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Ml 48824. His areas of specialization include cognitive studies of teaching and learning, mathematics teaching and learning, and educational technology. HILDA BORKO is a professor in the School of Education at the University of Colorado at Boulder. Her research addresses teacher cognition and the process of learning to teach. Her current work explores teachers' learning ofreform-based practices, and the teacher education and professional development experiences that support such learning.Contributions of the two authors to this article were equal. We rotate order of authorship in our writing.

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