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Components of the sociocultural, professional, and institutional contexts of teacher professional development in Spain are explored. Teacher training changes in Spain arise from the sociocultural context, with the increasing democratization of the nation since the 1980s, the recognition that areas and elements of society have been underserved, the links between Spain and the rest of Europe, and the requirements of the changing economy and the information society. Teachers need more support from the profession as a whole and from society to help them adopt innovations and be aware of the country's cultures. Educational authorities are recognizing the need for changes in teacher education, as exemplified by teacher training in Andalusia and the creation of the Andalusian Institute of Teacher Training and Evaluation. Professional development is also a concern in the private schools, as the report of a private school improvement initiative demonstrates. (Contains 22 references.) (SLD)