Teachers' continuing professional development (CPD): contested concepts, understandings and models

Christine Fraser, Aileen Kennedy, Lesley Reid, Stephen McKinney

Research output: Contribution to journalArticle

118 Citations (Scopus)

Abstract

Teachers' continuing professional development (CPD) is being given increasing importance in countries throughout the world. In Scotland, the changing professional and political context has resulted in unprecedented investment in CPD. However, analysis and evaluation of CPD policies, practice and impact is complex. In seeking to understand some of the complexities, this article proposes a triple-lens framework, drawing on three different accounts of teacher learning. The framework is then used to analyse three specific examples of CPD initiatives. Conclusions point to the need to consider a much wider conception of teacher learning in which socio-cultural aspects are given due attention.
LanguageEnglish
Pages153-169
Number of pages17
JournalJournal of In-Service Education
Volume33
Issue number2
DOIs
Publication statusPublished - 2 May 2007

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teacher
learning
development policy
evaluation

Keywords

  • CPD
  • professional development
  • teachers
  • education
  • teaching
  • Scotland

Cite this

Fraser, Christine ; Kennedy, Aileen ; Reid, Lesley ; McKinney, Stephen. / Teachers' continuing professional development (CPD) : contested concepts, understandings and models. In: Journal of In-Service Education. 2007 ; Vol. 33, No. 2. pp. 153-169.
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Teachers' continuing professional development (CPD) : contested concepts, understandings and models. / Fraser, Christine; Kennedy, Aileen; Reid, Lesley; McKinney, Stephen.

In: Journal of In-Service Education, Vol. 33, No. 2, 02.05.2007, p. 153-169.

Research output: Contribution to journalArticle

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