“…In the present climate of considerable curriculum change, the emphasis of most professional development tends to be on addressing technical demands. Recent literature in the field reflects this, characterising this as a`how to' method of development (OECD, 1998, p.57), which is quite different from encouraging teachers to reflect more analytically on issues in their own practice (Day, 1993;Paechter, 1996). However, to sustain enthusiasm and develop effective practice it is important for teachers to have opportunities to become involved in long-term projects,``.…”