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Various authors have attempted to define what actually constitutes effective CPD;
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Joyce and
Showers (1988)
argue
that theory, demonstration, practice, feedback on performance and coaching
should all be combined, as effective CPD ‘recognises the interdependency of
social, personal and professional development.’
Their later research
Joyce
and Showers (1995)
in the US showed that clear progression occurred when the CPD programme was
classroom focused, ongoing and involved collaboration or coaching from
more experienced teachers.
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Lieberman (1996)
also thought that teachers learn more
effectively through ‘informal school based learning, peer coaching and
professional networking’. |
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Other activities such as visits to other schools and museums, working group
discussions and job shadowing should also be considered as CPD activities
according to
Anna Craft (1996) |
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Effective CPD as well as enhancing skills and knowledge must also cater for
personal, social and professional development according to
Bell and Gilbert (1996) |
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All teachers have different teaching styles so
their views on different teaching methods will also be different according to Higgins
and Leat (2001).
They also comment that as all schools
are different as well, each having their own distinct culture and ethos,
therefore teachers working in different schools will have had different
experiences, so CPD programmes should not be ‘one size fits all’, but need to
take all these differences into consideration. |
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In his book concerning professional development
of teachers,
Philip Adey (2004), also considers ‘teacher collegiality’ to be of
prime importance in effective CPD. He also considers reflection to be of
importance, citing the work by
Baird, Fensham
et al (1991),
amongst others, which showed how reflection on classroom practice and
teaching and learning science affected the professional development. So for
CPD to be effective, according to Adey, a programme has to be at least 30
hours long spread over two years.
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Schön, D. (1987)
considered that 'knowledge and previous
experience' , or ‘knowing-in-action’ are 'implicit in the actions of
practitioners', and that teachers will think about the 'relevance or success
of the knowledge that they applied to that particular situation' –
‘reflection-in-action’. |
Bell and Gilbert 1996
consider teachers knowledge to be socially
constructed and therefore it will be influenced by their personal and social
interactions. So from their point of view, teacher development involves
development of the individual from a social, personal and professional
perspective.
The
diagram shows the
strands in their model of teacher development.
The authors maintain that
there is a ‘flexible’ route through these strands and that some teachers may
miss out a level or could be at different levels in the different strand. The
stages can also be considered to be cyclical in that when level three has been
achieved it is possible to start again for another aspect of teaching, so you
may be at level three of the professional development strand but as you initiate
other development activities you will go back to stage one, whilst these are
being developed.
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