MIDTESOL Matters Summer 2001

Bailey, K. M., Curtis, A. and Nunan, D. (2001). Pursuing Professional Development: The Self as Source. Boston: Heinle and Heinle. 

Reviewed by Monica Mingucci 

Pursuing Professional Development: The Self as Source is an overview of educational professional development options. It is targeted to experienced as well as inexperienced teachers in search of alternative models of professional development. The central idea of the book focuses on the fact that teachers should be responsible for and manage their work, lives, and professional development. The authors discuss a variety of forms of professional development strategies that include action research, reflective teaching, teachers’ journals and portfolios, case studies, self-awareness and self-observation, team-teaching, and others.

Pursuing Professional Development has a total of thirteen chapters. Twelve of them are divided into three sections. In the first section, the authors analyze a particular approach: its underlying principles, research, and theory. The second section of each chapter addresses teachers’ perceptions and experiences while applying that particular approach to their teaching and professional development. The final section contains suggestions for further reading and tasks teachers can do to deepen their understanding of the different approaches. The last chapter is dedicated to conclusions, reflections, and closing comments about professional development and the self.

Pursuing Professional Development provides information not only to language teachers, but to classroom teachers in general, in that it summarizes in one book, the latest professional development models adopted in education. Educational professionals may have access to a variety of theoretical approaches as well as practical applications of those methods in real teaching situations. In addition, this book serves as a springboard for further research on the topics addressed.

The very nature and beauty of Pursuing Professional Development is also its greatest shortcoming. The book is intended to provide an overall idea of the plethora of ways through which teachers may pursue their professional development. As such, it does not, and cannot provide an in-depth understanding of any one method or professional development approach. And as the old saying goes, “A little knowledge is a dangerous thing.” The book provides an excellent first reading for professionals looking for a way to choose the type of professional development which may best fit their personality and teaching style. However, I believe that further information concerning any of the practices suggested in the book is a must.

I share the authors’ point of view concerning professional development when they say, “Professional development is not something that just happens: It must be actively pursued. We also believe that, while taking courses and attending workshops are great ways to pursue professional development, ultimately we as teachers must be our own sources of renewal and continuance.” In Pursuing Professional Development, teachers will be able to find multiple practical and theoretical suggestions on how to find within themselves the answer to their professional development needs.  

Monica Mingucci is Director of the Applied Language Institute at the University of Missouri at Kansas City and the Metropolitan Community College. She can be reached at mmingucci@umkc.edu.

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