Edinburgh Research Explorer

Understanding continuing professional development: The need for theory to impact on policy and practice

Research output: Contribution to journalArticle

Related Edinburgh Organisations

Open Access permissions

Open

Documents

http://www.tandfonline.com/doi/abs/10.1080/19415257.2014.955122
Original languageEnglish
Pages (from-to)688-697
Number of pages12
JournalProfessional Development in Education
Volume40
Issue number5
Early online date15 Oct 2014
DOIs
Publication statusPublished - 20 Oct 2014

Abstract

This article reflects on my 2005 article in this journal, entitled ‘Models of continuing professional development: A framework of analysis’. Having been invited to reflect on the original article as part of PDiE’s 40th anniversary celebrations, I have taken the opportunity to reflect not only on the structure and content of the original framework, but also to position it within the current state of literature in the area of teacher professional learning. In so doing, this article proposes an updated framework for analysis, focusing more explicitly on the purpose of particular models than the categorisations of the models themselves. It then goes on to expand on this by considering how various aspects of CPD policies might be analysed according to what they reveal about underlying perspectives on professionalism. The article concludes with some thoughts on how theory about teacher professional learning might better help us to understand policy and impact positively on practice.

    Research areas

  • teacher professional learning, continuing professional development, policy analysis

Download statistics

No data available

ID: 21639207