Teachers' continuing professional development (CPD) : contested concepts, understandings and models

Tools

Fraser, Christine and Kennedy, Aileen and Reid, Lesley and McKinney, Stephen (2007) Teachers' continuing professional development (CPD) : contested concepts, understandings and models. Journal of In-Service Education, 33 (2). pp. 153-169. (https://doi.org/10.1080/13674580701292913)

[thumbnail of Fraser, Kennedy et al (2007) JISE] Microsoft Word. Filename: Text_for_PURE.doc
Accepted Author Manuscript
License: Unspecified
Download (131kB)

Abstract

Teachers' continuing professional development (CPD) is being given increasing importance in countries throughout the world. In Scotland, the changing professional and political context has resulted in unprecedented investment in CPD. However, analysis and evaluation of CPD policies, practice and impact is complex. In seeking to understand some of the complexities, this article proposes a triple-lens framework, drawing on three different accounts of teacher learning. The framework is then used to analyse three specific examples of CPD initiatives. Conclusions point to the need to consider a much wider conception of teacher learning in which socio-cultural aspects are given due attention.

ORCID iDs

Fraser, Christine, Kennedy, Aileen ORCID logoORCID: https://orcid.org/0000-0002-2724-6911, Reid, Lesley and McKinney, Stephen;
CORE (COnnecting REpositories)