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ERIC Number: EJ904399
Record Type: Journal
Publication Date: 2010-Dec
Pages: 7
Abstractor: As Provided
Reference Count: 16
ISSN: ISSN-1941-5257
Whither Postgraduate Professional Development? Towards a Theoretical Framework to Guide Long-Term Teacher Development in England
Coombs, Steven; Sorensen, Nick
Professional Development in Education, v36 n4 p683-689 Dec 2010
The introduction of government-funded Postgraduate Professional Development in England has raised many questions about the true political purpose and agenda of such accredited continuing professional development (CPD). There are conflicting aspirations for a master's-level teaching profession between educators and the government, albeit agreement that this represents a new gold standard. Without a proper, professionally agreed, theoretical framework to guide long-term teacher development it is difficult to resolve these conflicts. In this paper we offer a view of what such a framework could look like and suggest a useful direction for CPD policy. (Contains 4 tables.)
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 - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)