Continuing Professional Development

Starting to Teach in the Secondary School: A Companion for the Newly Qualified Teacher, Second edition

Volumn , Issue , 2004, Pages 233-246

  Pachler, Norbert ^a   Field, Kit ^b  

^a UNIVERSITY OF LONDON   (United Kingdom)

^b CANTERBURY CHRIST CHURCH UNIVERSITY   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84884461055     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203338940-23     Document Type: Chapter

References (5)

1. Blandford, S. (2002) Professional Development Manual. London: Prentice Hall.This loose-leaf file is aimed at supporting those who mange professional development in schools. It provides clear guidance of what constitutes professional development, and how teachers’ personal experiences can be galvanised to assist in the development of the school, as well as individuals within it.The work provides straightforward guidance and explanations of the funding, resourcing and administrative details that surround professional development.
2. Bolam, R. (2000) ‘Emerging policy trends: some implications for continuing professional development’, Journal of In-Service Education, 26(2): 267-80. This journal article provides a political context for developments in CPD.Bolam has identified shifting trends in how teachers have been encouraged through legislation and practice to develop professionally. This socio-political study enables teachers to locate their own development within a broader context. This level of understanding assists teachers to gain a sense of intellectual control of their development.
3. Evans, L. (2002) ‘What is teacher development?’, Oxford Review of Education, 28(1):123-37. This article explores and clarifies the concept of teacher development by presenting some interpretations and definitions.
4. Field, K. (2002) Portfolio of Professional Development: Structuring and Recording Teachers Career Development. London: Optimus Publishing. This photocopiable file enables teachers at all stages of their career to undertake an audit against relevant national standards and to identify their own preferred professional learning style. Teachers are encouraged to plan and implement a personal professional development plan and to generate evidence of participation and impact for performance management purposes. The file contains templates and examples, and also contains theoretical underpinning.
5. Moon, B., Butcher, J. and Bird, E. (eds) (2000) Leading Professional Development in Education. London: RoutledgeFalmer and Open University.This edited text contains chapters which place different professional learning and development approaches in a broader context. It offers a theoretical and historical account of how evidence-based practice and the concepts of collaboration have emerged in more recent years. Comparisons are made with other public service professions, and how lessons can be learnt from these similar but different experiences.Consideration is given to interactive technology as a professional learning and development tool.