Teachers’ continuing professional development: contested concepts, understandings and models

Fraser, C., Kennedy, A., Reid, L. and McKinney, S. (2007) Teachers’ continuing professional development: contested concepts, understandings and models. Journal of In-Service Education, 33(2), pp. 153-169. (doi:10.1080/13674580701292913)

Full text not currently available from Enlighten.

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.

Item Type:Articles
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Fraser, Miss Carolyn and McKinney, Professor Stephen
Authors: Fraser, C., Kennedy, A., Reid, L., and McKinney, S.
Subjects:L Education > L Education (General)
College/School:College of Social Sciences > School of Education
Journal Name:Journal of In-Service Education
ISSN:1367-4587
ISSN (Online):1747-5082
Published Online:02 May 2007

University Staff: Request a correction | Enlighten Editors: Update this record