NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1043224
Record Type: Journal
Publication Date: 2014
Pages: 10
Abstractor: As Provided
Reference Count: 32
ISSN: ISSN-1941-5257
Understanding Continuing Professional Development: The Need for Theory to Impact on Policy and Practice
Kennedy, Aileen
Professional Development in Education, v40 n5 p688-697 2014
This article reflects on my 2005 article in this journal, entitled "Models of Continuing Professional Development: a framework for analysis". Having been invited to reflect on the original article as part of Professional Development in Education's 40th anniversary celebrations, I have taken the opportunity not only to reflect on the structure and content of the original framework, but also to position it within the current state of literature in the area of teacher professional learning. In so doing, this article proposes an updated framework for analysis, focusing more explicitly on the purpose of particular models than the categorisations of the models themselves. It then goes on to expand on this by considering how various aspects of continuing professional development policies might be analysed according to what they reveal about underlying perspectives on professionalism. The article concludes with some thoughts on how theory about teacher professional learning might better help us to understand policy and impact positively on practice.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A