Absolutely Robin! 
Perhaps a very valuable PD training session would be working with reflective practice, wherein teachers experience their own evaluation of their own ways of learning and teaching and reflect on what THAT kind of learning is. It is that kind of experiential learning that I think helps to move toward taking a risk to change teaching behavior so that the experience is richer for both students and teachers. 
As part of this process, I think a few things would need to be taught, rather than assume that it is a given that teachers automatically can do this:

1. journalling- rather than simply writing about what happened, it is useful to show students/teachers how to focus the journalling for specific inquiry. I found it extremely helpful to go into my research in Mexico having a daily focus question that I could then process and write about. It helped to gather in the specific experience and made evaluation of it much easier and rewarding.

2. applying- it is paramount to take ONE idea and try it in the class- without doing this, then effective reflection can't occur. It can be something as simple as adding a visual to an explanation. 

3. feedback from the students- rather than ask 'how'd it go?' questioning students on their process of learning because of the change is valuable for the teacher to then be able to reflect at a deeper level.

4. reflecting as opposed to considering- whereas considering, in my mind is taking a minute to say to myself- wow, that bombed, I'll never do that again, or even, hmm, need more time to explain that later, reflecting needs to get to the level of what learning was happening and WHY did it? Is it because after using the visual, twice as many people seemed to understand? If so, then maybe they are visual learners and I will invest the time to change my lessons to provide more visuals, because it will be easier for me to not have to retell everything over and over, and it will be more encouraging to the student when they have some success. We all benefit.

I think that our current students cannot be taught totally the way we were, or have been teaching. We need to consider that while we teach skills, we also need to teach students how to learn because chances are they will not have only one career in their lifetime, and chances are, it will be their ability to understand their needs and knowledge and articulate them that will help them beyond the classroom. 

I'd be interested to know if anyone has been involved in reflective practice pro-d.
emma

Emma Bourassa
English as a Second or Additional Language/ Teaching English as a Second Language Instructor
ESAL Department
Thompson Rivers University
900 McGill Road. P.O. Box 3010
Kamloops, B.C. V2C 5N3
(250) 371-5895
fax 371-5514
ebourassa at tru.ca