Culture and concepts: exploring the impact of CPD on aspiring headteachers

Reeves, J., Turner, E., Morris, B. and Forde, C. (2003) Culture and concepts: exploring the impact of CPD on aspiring headteachers. School Leadership and Management, 23(1), p. 5. (doi: 10.1080/1363243032000080005)

Abstract

In the current UK policy context increased attention is being given to the use of continuing professional development (CPD) as a mechanism for reforming and redefining the professionalism of teachers in the schools' sector. This, in turn, has focused attention on measuring the impact of professional development on practice and, in particular, pupil outcomes. This is a difficult task even where a CPD initiative is focused on changing classroom practice. It becomes even more difficult where programmes focus on the development of school leaders and managers. Nor does measuring impact, in itself a thorny issue, necessarily help us to understand why and how experienced practitioners change their practice. Without some further understanding of what 'impact' entails and the processes involved in achieving it we are unlikely to move further forward in designing and providing effective learning opportunities for serving teachers.

• Item Type: Articles
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Forde, Prof Christine and Reeves, Dr Jenny
• Authors: Reeves, J., Turner, E., Morris, B., and Forde, C.
• Subjects: L Education > LB Theory and practice of education
• 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: School Leadership and Management
• Publisher: Taylor and Francis
• ISSN: 1363-2434
• ISSN (Online): 1364-2626
• Published Online: 25 August 2010