Leaton Gray, SH;
(2005)
An Enquiry into Continuing Professional Development for Teachers.
University of Cambridge and Esmee Fairbairn Foundation: Cambridge, UK.
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Abstract
Research Aims: This was a one-year research project, funded by the Esmée Fairbairn Foundation and the Villiers Park Educational Trust. The funders had become increasingly concerned about an apparent decline in participation in subject-based continuing professional development for teachers. The main aim of the research was to review current subject-based professional development opportunities, to identify gaps in provision and to make recommendations for improving future provision. It was conceived as a study that would engage with practitioners at a ‘grass roots’ level.// Towards a definition of CPD in teaching: CPD stands for Continuing Professional Development. The term is said to have been coined by Richard Gardner, who was in charge of professional development for the building professions at York University in the mid-1970s. It was chosen because it did not differentiate between learning from courses, and learning 'on the job'. The term is now common to many professions. CPD embraces the idea that individuals aim for continuous improvement in their professional skills and knowledge, beyond the basic training initially required to carry out the job. In teaching, such development used to be called ‘in-service training’, or INSET, with the emphasis on delivery rather than the outcome. Arguably, the change in terminology signifies a shift in emphasis away from the provider and/or employer, towards the individual. In other words, the individual is now responsible for his or her lifelong career development, under the umbrella of the school or schools that employ the teacher.
| Type: | Report |
|---|---|
| Title: | An Enquiry into Continuing Professional Development for Teachers |
| Publisher version: | https://www.semanticscholar.org/paper/An-Enquiry-I... |
| Language: | English |
| Additional information: | This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1471023 |
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