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«Continuing Professional Development An Annotated Bibliography Amol Padwad and Krishna Dixit Introduction by Rod Bolitho ...»

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Journal of In-service Education, 31/2, 235-50. (SAM/ TCP) Kennedy identifies nine key models of CPD, over a wide spectrum from training through cascade to action research and transformative. The models are classified in relation to their capacity for supporting professional autonomy and transformative practice. He also discusses the circumstances in which each model might be adopted, the form(s) of knowledge that can be developed through a model, the power relationships inherent in each model and the extent to which CPD is considered as an individual or as a collaborative endeavour.

Kennedy, A. (2007) Continuing Professional Development (CPD) Policy and the Discourse of Teacher Professionalism in Scotland. Research Papers in Education, 22/1, 95-111. (RCS/ PDF) In this paper an analysis of various contemporary conceptions of professionalism is presented, and then used in interpreting the discourse contained in a range of public documents on CPD for teachers in Scotland. The paper suggests that the democratic, transformative view of professionalism promoted in much of the recent literature, reflected in some of the rhetoric surrounding the Scottish CPD policy, is not as apparent in real terms. It suggests that there is a need for all stakeholders to interrogate CPD policy more rigorously in order that the underlying conceptions of professionalism can be made explicit.

Krull, E., K. Oras, S. Sisask (2007) Differences in Teachers’ Comments on Classroom Events as Indicators of their Professional Development. Teaching and Teacher Education, 23, 1038-1050. (SAM/ RCS) This paper identifies some indicators of schoolteachers’ professional development through a study of some teachers’ comments on classroom events. From the videotapes of the lessons of expert and novice teachers it was found that the expert teachers were more sensitive towards certain instructional events.

Kwakman, K. (2003) Factors Affecting Teachers’ Participation in Professional Learning Activities.

Teaching and Teacher Education, 19, 149-170. (RCS) This article reports two studies into teachers’ workplace learning. The first study was about defining teachers’ workplace learning and identification of factors that affect teachers’ learning. Based on the findings of first study the second study

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Levine, T. H. and A. S. Marcus (2010) How the Structure and Focus of Teachers’ Collaborative Activities Facilitate and Constrain Teacher Learning. Teaching and Teacher Education, 26, 389-398. (RCS/ SAM) This article is about the kinds of teacher collaboration that contribute to teacher learning. The article reports a study of different collaborative activities carried out by a teacher team and the analysis of the data using a sociocultural theoretical framework.

Lieberman, A. and M. Grolnick (1997) Networks, Reform, and the Professional Development of Teachers.

In A. Hargreaves (Ed.) Rethinking Educational Change with Heart and Mind. Alexandria, VA: Association for Supervision and Curriculum Development. (SAM) This paper is about the role of teacher networks in teachers’ professional development. It includes a definition of networks, examples of networks, organizational themes of networks, and the power and fragility of networks. The paper ends with a discussion on networks as a new tool for professional development.

Lieberman, A. and M. W. McLaughlin (1992) Networks for Educational Change: Powerful and Problematic.

Phi Delta Kappan, 73/9, 673-677. (SAM) This article makes a strong case for promoting teachers’ networks for ensuring teacher professional development and sustaining educational change. It discusses the power of networks, the features of effective networks, and their impact on teachers. It also discusses some problems in teacher networks namely leadership, ownership, quality of network etc.

Ling, L. M. and N. Mackenzie (2001) The Professional Development of Teachers in Australia.

European Journal of Teacher Education, 24/2, 87-98. (SAM) This article presents a view of professional development from Australia. It discuses various models and approaches to professional development ranging from one-shot workshops to more extended models.

Little, J. W. (1984) Seductive Images and Organizational Realities in Professional Development.

Teachers College Record, 86/1, 84-102. (TCP) The author remarks that this article is an exercise in healthy scepticism. It is observed that in recent years effective professional development programmes have grown under the rubric of collaboration, collegiality, cooperation, interactiveness, etc. The author argues that such images are seductive as they create a vision of professional work and professional relations which is intellectually stimulating. But a closer look reveals that the professional development programmes based on these images face strong challenges of organisation and leadership.

Loughran, J. (1999). Professional Development for Teachers: A Growing Concern.

Journal of In-service Education, 25/2, 261-73. (RCS/ TCP) This article examines the influence of a large-scale school-based professional development project in Australia, now spread to other countries as well. It explores how genuine professional development may be promoted by giving teachers opportunities to grow which are congruent with their knowledge and needs.

Mann, S. (2005) The Language Teacher’s Development.

Language Teaching, 38, 103-118. (SAM/ TCP) This paper offers a comprehensive commentary on some recent contributions to teacher development, focusing on some of the processes and tools identified as supportive in teacher development. Some key topics covered in the article are the definition of teacher development, core themes in teacher development, teacher knowledge, reflective practice, and collaboration and cooperative development.

McCotter, S. S. (2001) Collaborative Groups as Professional Development.

Teaching and Teacher Education, 17, 685-704. (RCS/ SAM) This study presents the ways in which participation in a discussion group helped group members sustain their progressive beliefs about education. The support and friendly relationships among the group members show how such groups can function as a tool for CPD.

McMahon, A. (1996) Continuing Professional Development: A Report from the Field.

Management in Education, 10/4, 5-6. (RCS) This brief article reports a study of some teachers’ perception of CPD. It discusses the teachers’ views on CPD, opportunities available to them for CPD, and their views about the quality of the CPD activities.

16 Articles McWilliam, Erica. (2002). Against Professional Development.

Educational Philosophy and Theory, Vol. 34, No. 3: 289-99. (TCP) McWilliam challenges the truth of claims made within the discursive domain of professional development and expresses concern about the sort of knowledge that counts as professional development as well as about the processes and mechanisms which allegedly lead to professional development. She argues that professional development must be acknowledged to be a flawed project that constructs new power/knowledge relationships and should be subjected to the same systematic curiosity and capacity for scepticism that is the hallmark of good science.

Md Darus, Z., F. Hassan, M. Saruwono, Z. Omar, Z. Samad, F. Muhamad (2009) Continuing Professional Development (CPD), Education and Training as Part of Technology for the Learning Process in Malaysian Built Environment.

Wseas Transactions on Environment and Development, 3/5, 283-294.

www.wseas.us/e-library/transactions/environment/2009/31-575.pdf (accessed on 10.11.2010). (RCS/ SAM) This article presents an investigation into various concepts of CPD to identify differences and similarities between them, on the assumption that such understanding can influence how technology is disseminated. It may also help understand the roles that the agencies responsible for the design and delivery of CPD programmes must play.

Mohanraj, S. (2009) Professional Development of Teachers. In Siddiqui M. A., A. K. Sharma, and G. L. Arora (Eds), Teacher Education: Reflections Towards Policy Formulation. New Delhi: NCTE. (RCS/ SAM) This article begins with a brief historical overview of teaching and the models of training and teacher development. It also discusses some in-service training programmes and teacher development initiatives in India and presents useful lessons to be drawn from these. It concludes with a draft outline of a development-oriented in-service training programme.

Mushayikwa, E. and F. Lubben (2009) Self-Directed Professional Development – Hope for Teachers Working in Deprived Environments. Teaching and Teacher Education, 25, 375-382. (SAM) This paper presents a model for self-directed professional development suggesting it as a potential key to successful professional development in deprived environments. The authors identify two main drivers for self-directed professional development: classroom efficacy and professional efficacy. This paper explores the potential of using these drivers to stimulate self-directed professional development in formal professional development programmes in the disadvantaged communities.

Nias, J. (1998) Why Teachers Need their Colleagues: A Developmental Perspective. In A. Hargreaves, A. Lieberman, M. Fullan & D. Hopkins (Eds) International Handbook of Educational Change. Dordrecht: Kluwer Academic Publishers, pp 1257-1271.

(SAM/ TCP) In this thought-provoking article Nias presents a humanistic view of teacher development. It is observed that teachers are constantly concerned about maintaining a stable sense of personal and professional identity. In this process their colleagues play a crucial role in terms of practical and emotional assistance, referential support, professional stimulation and opportunity to influence others.

O’Hanlon, C. (1996) Why is Action Research a Valid Basis for Professional Development? In R. McBride (Ed.) Teacher Education Policy: Some Issues Arising from Research and Practice. London: Falmer. (TCP/ PDF) This article focuses on the transformative dimension of professional development by arguing that professional development is not mere reproduction and enhancement of existing skills and knowledge, but should lead to a radical improvement in the teaching practice. Consequently teaching should not be seen as a performative skill, but be related to the cognitive attributes of the teacher. The cognitive aspect of professionalism can be fully explored through the teacher’s reflective practice. In this sense action research is proposed as a valid mechanism to initiate and sustain professional development.

Ovens, P. (1999). Can Teachers Be Developed? Journal of In-service Education, 25/2, 275-306. (RCS/ TCP) This article, based on a study of six primary science teachers, describes the main features of their personal professional development and explores the possible contextual factors contributing to this development. Ovens also presents a macropolitical and micro-political view of the UK educational policies. He then compares his view of professional development as reflective rationality with these policies and finds the latter inadequate and unsupportive. He concludes that teachers can develop themselves if trusted and supported.

Padwad, A. (2006) English Teachers’ Clubs: An Experiment in Teacher Development in India.

SPELT Quarterly, 21/4, 31-34. (SAM) This brief article presents a story of English Teachers’ Clubs (ETCs) and lists their characteristic features. It includes a discussion of the role of the ETCs in teacher development in the contexts like India and their impact on the member teachers.

Padwad, A. (2008) Teacher Development: A Worm’s Eye View. The Teacher Trainer, 22/3, 22-24. (SAM/ RCS) This article aims to look at professional development from the perspective of a common Indian teacher of English and

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Padwad, A. and K. K. Dixit (2008) Impact of Professional Learning Community Participation on Teachers’ Thinking About Classroom Problems. TESL – EJ, 12/3.

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