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ERIC Number: EJ816187
Record Type: Journal
Publication Date: 2007-Jun
Pages: 17
Abstractor: As Provided
Reference Count: 46
ISBN: N/A
ISSN: ISSN-1367-4587
Teachers' Continuing Professional Development: Contested Concepts, Understandings and Models
Fraser, Christine; Kennedy, Aileen; Reid, Lesley; Mckinney, Stephen
Journal of In-service Education, v33 n2 p153-169 Jun 2007
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. (Contains 1 figure, 1 table, and 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A