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This report examines effects of structural and process features of professional development programs on teachers’ knowledge, practice and efficacy. It is based on four recent (2002-2003) studies undertaken through the Australian Government Quality Teacher Programme, designed to enhance teacher quality. The total data set for the survey study includes 3,250 teachers who had participated in 80 individual professional development activities within these studies. Teachers were surveyed at least three months after participating in an activity, which provided them with the opportunity to gauge the impact of programs on their practice. To investigate factors affecting impact, a theoretical model was developed based on recent research into the characteristics of effective professional development and tested using blockwise regression analysis. The model included contextual factors (e.g. school support), structural features of programs (e.g. length), process features (e.g. emphasis on content; active learning; examination of student work; feedback; follow-up), a mediating variable (level of professional community generated), and four outcome measures (knowledge; practice; student learning and efficacy). Consistent significant direct effects were found across the four studies for the impact of content focus, active learning, and follow-up on knowledge and professional community. Feedback was rarely incorporated into program design. Impact on efficacy was strongly related to the perceived impact of activities on teachers’ practice and student learning outcomes.

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This special issue is entitled 'Narrative career counselling: A tension between potential, popular appeal, and proof' and is guest edited by Mary McMahon. Narrative career counselling is becoming ubiquitous as its inherent appeal has seen it become more widely adopted in practice. A tension between its potential, popular appeal and proof has emerged. It is over 40 years since the need for a change in direction in theory and practice was first flagged, and it is timely to reflect on the past, present and future stories of narrative career counselling. This special issue includes several contributions and a case study that add to the discussion, including: Advancing a cross-cultural narrative approach to career counselling: the case of Vietnam / Lan Thi Nguyen, Matthew McDonald and Susan Mate (pages 65-71); Dual-career couple counselling: An elaboration of life-design paradigm / Michael E. Hall (pages 72-80); Leadership as the construction of one's own story / Barbara Smorczewska (pages 81-87); The role of imagination in emergent career agency / Heidi Muijen, Reinekke Lengelle, Frans Meijers and Wim Wardekker (pages 88-98); Narrative career therapy: from the problem-saturated story to a preferred story and career path / Tali Shefer (pages 99-107); How can creative practice facilitate reflection on self-learning?: implications for narrative career counselling / Laura Brammar and Katarina Lezova (pages 108-115).

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