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ERIC Number: EJ907111
Record Type: Journal
Publication Date: 2010-Dec
Pages: 20
Abstractor: As Provided
Reference Count: 30
ISBN: N/A
ISSN: ISSN-0958-5176
Planning and Organisation of Teachers' Continuous Professional Development in Schools in England
Pedder, David; Opfer, V. Darleen
Curriculum Journal, v21 n4 p433-452 Dec 2010
This article focuses on the planning and organisation of teachers' continuous professional development as part of the nationally representative "Schools and Continuing Professional Development in England--State of the Nation" research study (SoNS), commissioned by the Training and Development Agency for Schools (TDA). Thematic analysis of data developed from the literature review, qualitative research, and survey strands of the SoN study led to the identification of four issues related to the planning and organisation of CPD in schools in England: (1) there is a lack of strategic planning of CPD provision to balance effectively between individual and organisational learning needs and national policy priorities; (2) organisational choices made in schools about roles and responsibilities do not always support or help to develop effective CPD planning and provision; (3) little progress has been made in the promotion of the New Professionalism in schools through developing closer alignment between Professional Standards, Performance Management and CPD; (4) school systems and processes for evaluating the effectiveness of CPD provision tend to be developed without reference to planned outcomes, specific criteria or value for money judgements. The article concludes with a number of recommendations for policy and practice. (Contains 7 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: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)