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ERIC Number: EJ907154
Record Type: Journal
Publication Date: 2010-Dec
Pages: 18
Abstractor: As Provided
Reference Count: 61
ISBN: N/A
ISSN: ISSN-0958-5176
The State of the Nation in CPD: A Literature Review
McCormick, Robert
Curriculum Journal, v21 n4 p395-412 Dec 2010
A recent literature review in support of the "State of the Nation" (SoN) investigation into CPD in England indicated a number of limitations both in how researchers see CPD and how schools themselves participate and register this participation in such activities. The SoN review was conducted in the period from late 2007 to early 2008, but was subsequently updated during 2009, to form a starting point for this article. The initial review focused only on the UK literature and was confined to the period 2004-2007. Although the focus was the UK, there was a considerable amount of international literature collected at the time and used subsequently to place this picture in a broader perspective. This broader perspective was an examination of how teachers create and share professional practice, and hence develop that practice within their schools. This work was based on looking at the importance of networks, drawing not only on an extensive consideration of relevant literature, but also on a major study of how schools create and share practice associated with the introduction of assessment for learning practices in classrooms and schools. The SoN study indicates that the CPD literature has not served the field well, in terms of a paucity of literature on what happens in ordinary schools and under-theorised work, particularly in terms of teacher "learning". The study of networks indicates that there is potential to open up new areas of research and indeed practice in schools. However, there are a number of approaches based either on networks as communities or on electronic metaphors of networks that pay insufficient attention to the thriving network theory literature. This article examines some of the contributions that network thinking can make. (Contains 23 notes.)
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: Information Analyses; Journal Articles
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom