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cOnTrOvErSy and cOnTradIcTIOn SurrOund the structure, content, and delivery mode of effective professional development (PD) for early years teachers. Long-held traditions of generic and short-term solution PD courses are being replaced by customised programs relevant to participants, the learning from which is reflected as new practices, processes and strategies in work settings. If the implementation of new ways of being and doing are successful in terms of student outcome, then the participants' attitude to the PD is positive and their commitment to their new and revised practices are ongoing. These PD courses concentrate on systematic efforts that go beyond session content and focus on building participants' capacity by contextualising their learnings with action research projects within work contexts. Participants' practices and commitment to change are influenced by positive changes in student outcomes. These changes then influence their perception of the worth of the PD (Guskey, 2000; 2002).