This study investigated senior educators' viewpoints on teacher professional development (PD). To examine the nature and source of participants' perspectives, the study employed Bourdieu's notion of practice as socially constituted and contested. Interviews were conducted in southern Ontario with 24 senior Ministry officials, principals, and academics. Participants' current and prior experiences predisposed them to support profession-driven PD, as well as PD for systemic-accountability purposes. The study suggests PD policy directives for provincial foci should (a) incorporate approaches that begin with teachers' existing knowledge and understanding, (b) address specific school circumstances, and (c) be cognizant of broader conceptions of students' needs
