Exploring the impact of continuing professional development on practice in the context of the Scottish Qualification for Headship

Reeves, J., Forde, C., Morris, B. and Turner, E. (2001) Exploring the impact of continuing professional development on practice in the context of the Scottish Qualification for Headship. Journal of In-Service Education, 27(2), pp. 203-220.

Abstract

In this article the authors look at how aspiring headteachers conceptualise school leadership and management. The authors have earlier identified some of the ways in which the Scottish Qualification for Headship (SQH) candidates understood the notion of critical reflection. Since then their thinking has developed further as a result of some of the evaluative feedback from the first year of implementing the qualification. This has led the authors to want to focus on some of the social processes that influence and mediate the learning of established practitioners. They believe that these factors operate rather differently for those who have already established a professional role within their workplace than they do for those new to the profession whose learning, in terms of socialisation, has been the subject of investigation in the past. They suspect that social processes have a crucial and, as yet, relatively unexplored effect on the impact of CPD.

• Item Type: Articles
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Reeves, Dr Jenny
• Authors: Reeves, J., Forde, C., Morris, B., and Turner, E.
• Subjects: L Education > LB Theory and practice of education
• College/School: College of Social Sciences > School of Education; College of Social Sciences > School of Education > Educational Leadership & Policy
• Journal Name: Journal of In-Service Education
• ISSN: 1367-4587