Reeves, J. and Forde, C. (2004) The social dynamics of changing practice. Cambridge Journal of Education, 34(1), pp. 83-102. (doi: 10.1080/0305764042000183142)
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Abstract
In this paper we develop a socio-dynamic account for the impact of continuing professional development (CPD) on practice. The model we propose for changing practice challenges the essentially individualised explanation of practical learning offered by a number of writers and researchers in the field of CPD such as Joyce and Showers (1988), Eraut (1994), and Schn (1983). It also offers a basis for exploring the micro-political realities of changing practice and the links between individual and group learning that are largely absent in the socio-cultural accounts of organisational and situated learning (Senge, 1990; Lave & Wenger, 1991; Weick, 1995). It proposes a model that allows for tracking the influence of discourses in relation to teacher re-professionalism from the level of policy to the point of enactment in the school and re-examines the connections between individual and group learning to arrive at a dynamic framework for understanding changing practice.
| Item Type: | Articles |
|---|---|
| Status: | Published |
| Refereed: | Yes |
| Glasgow Author(s) Enlighten ID: | Forde, Prof Christine and Reeves, Dr Jenny |
| Authors: | Reeves, J., and Forde, C. |
| College/School: | College of Social Sciences > School of Education > Creativity Culture and Faith College of Social Sciences > School of Education > Professional Learning and Leadership College of Social Sciences > School of Education > Educational Leadership & Policy |
| Journal Name: | Cambridge Journal of Education |
| ISSN: | 0305-764X |
| ISSN (Online): | 1469-3577 |
| Published Online: | 21 October 2010 |
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