What is effective CPD?
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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.

What is it? CPD Needs & Wants What is effective CPD? Where next? What makes the difference?

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Last modified: 08/12/04