This small-scale qualitative study describes and evaluates models of professional development used in the training of new teachers in higher education. Nine courses were selected. The sample included colleges of higher education, post-1992 universities and pre-1992 universities. Repertory grids, semi-structured interviews and questionnaires were used to gather responses from course leaders and participants about their personal models of professional development and models in use on the courses. Four methodological models: Reflective Practitioner, Action Research, Novice to Expert and Metacognitive Approaches were identified and a matrix developed to explore for the first time the relationship between the models and thus contribute to knowledge about professional development. The matrix illustrates two significant distinctions between the models. Firstly, the extent to which development was initiated by internal change or external pressure, and secondly, the extent to which thought processes were encouraged to become implicit rather than explicit. It is suggested that the use of the matrix will facilitate the evaluation of new models of professional development.