This article explores the problem how Personal Professional Theories (PPTs) develop.PPT development of nine junior accountants and nine novice teachers was monitoredby repeated measurements over a period of one-and–a-half year, from the last year ofvocational education until the second year of their professional careers. Concept mapswere used at three moments to test hypotheses derived from theories on expertisedevelopment. It could be concluded that on average PPTs became more complex, thePPTs of teachers also became richer, but the generality of PPTs did not significantlyincrease. (Dis)appearance of concepts and changes in their importance were observedand appeared dependent on the professional environment of the participants. Thefindings indicate that PPT development is an important manifestation of expertisedevelopment and the concept map method appears suited to reveal it.
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