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ERIC Number: EJ950200
Record Type: Journal
Publication Date: 2011
Pages: 12
Abstractor: As Provided
Reference Count: 46
ISBN: N/A
ISSN: ISSN-0305-764X
The Value and Valuing of Continuing Professional Development: Current Dilemmas, Future Directions and the Case for Action Research
Hardy, Ian; Ronnerman, Karin
Cambridge Journal of Education, v41 n4 p461-472 2011
This paper explores and challenges the rationale for current, mainstream approaches to teachers' continuing professional development (CPD) within schooling systems. Such approaches are significantly influenced by neoliberal and managerial pressures, evident in advocacy for generic, individualistic models of teacher learning, often focused on specific state-sanctioned domains. The paper draws upon a precis of recent action research literature, and empirical research from Sweden, to argue for an alternative paradigm, based on the practices and principles of participatory and collaborative action research. Action research is not presented as a simplistic "method" which can be "applied" regardless of context, but is explicitly focused on situated, specific, local sites. While more managerial and neoliberal practices can close down debates necessary for effecting real improvements in practice, evidence suggests action research, in its emancipatory iterations, enables a rich conception of educational practice which cannot be "managed" into existence by a simplistic application of "what works." (Contains 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 - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden