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

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www.teslej.org/wordpress/issues/volume12/ej47/ej47a10/ (accessed on 06.11.2010). (RCS/ SAM) This article presents the findings of a small-scale research into the impact of the participation in a professional learning community (English Teachers’ Clubs – ETCs) on teachers’ thinking about and attitudes towards classroom problems in an Indian context. It was found that the members of the ETCs fared much better than the non-members in terms of contextualising the problems, taking a critical approach to the problems, believing in self-agency and being pragmatic in finding solutions.

Peeke, G. (2000) Issues in Continuing Professional Development: Towards a Systematic Framework.

www.eric.ed.gov/PDFS/ED440248.pdf (accessed on 10.11.2010). (TCP)

The paper proposes that any systematic framework for CPD should be built on the following considerations:

• necessary updating in the areas covered in teachers’ initial qualifications

• developmental routes for those who wish to continue their teaching role by either specialising or becoming expert teachers

• required training for principals Penlington, C. (2008) Dialogue as a Catalyst for Teacher Change: A Conceptual Analysis.

Teaching and Teacher Education, 24, 1304-1316. (SAM) In this article, the author, drawing on the philosophical theory of practical reason, shows why and how teacher-to-teacher dialogue plays a crucial role in teacher learning and teacher development. It is argued that dialogue is the structural glue that holds together other development activities.

Queensland College of Teachers (2008) Policy: Continuing Professional Development Framework.

www.qct.edu.au/pdf/psu/cpdframework20081212.pdf (accessed on 10.11.2010). (PDF) This brief document presents a CPD framework based on standards and a development focus. The framework is based on

the following principles:

• CPD involves critical reflection, development and strengthening of practice

• CPD is flexible, relevant and integral to an individual teachers’ professional practice

• CPD acknowledges the importance of teacher scholarship and professionalism Riding, P. (2001) Online Teacher Communities and Continuing Professional Development.

Teacher Development, 5/3, 283-296. (SAM) This article focuses on teacher support and development opportunities afforded by email discussion lists. It describes the experiment of two discussion lists (for two UK examinations) and how it evolved into a lively online community effectively contributing to CPD. It further discusses the factors that have led to the success of the experiment.

Rossmiller, R. A. (1984) Changing Educational Practice Through Continuing Professional Development Programmes. An unpublished paper presented at the II Inter-American Congress of Educational Administration at Brasilia, Brazil, 29 July – 02 August 1984. www.eric.ed.gov/PDFS/ED249609.pdf (accessed on 10.11.2010). (SAM) This paper underlines the crucial role of CPD in changing teachers and in improving student learning. It suggests that the source of motivation to participate in CPD lies in intrinsic factors.

Sandholtz, J. and S. P. Scribener (2006) The Paradox of Administrative Control in Fostering Teacher Professional Development. Teaching and Teacher Education, 22, 1104-1117. (RCS/ TCP) This article presents a case study examining the professional development component of a standards-based reform effort initiated by a school district in the United States. It describes how the administrators tried to implement the key design principles of effective professional development and how it resulted in increased bureaucratic control. This in turn undermined the process they sought to enhance.

Sargent, T. C. and E. Hannum (2009) Doing More with Less: Teacher Professional Learning Communities in ResourceConstrained Primary Schools in Rural China. Journal of Teacher Education, 60/3, 258-276. (RCS/ SAM) This article is about how teacher professional learning communities function as an effective means of connecting professional learning to the routine work. Drawing on the data collected in 71 villages in China, the authors show that professional learning communities provide environments in which teachers can engage in research and collaboration.

Scribner, J. P. (1999) Professional Development: Untangling the Influence of Work Context on Teacher Learning.

Education Administration Quarterly, 35/2, 238-266. (TCP/ SAM) Through a case study design this article explores the factors that motivate teachers to participate in professional learning 18 Articles programmes. It analyses how teachers experience professional learning and how their work context influences it. The author suggests that the complexity of work contexts limits types of learning and hence knowledge. It also lists some steps for broadening and enhancing professional learning opportunities.

Selke, M. (2001) The Professional Development of Teachers in the United States of America: The Practitioners’ Master’s Degree. European Journal of Teacher Education, 24/2, 205-214. (RCS) This article presents an examination of the role of master’s degree study in teachers’ career-long professional development. It is argued that the master’s degree study may work as a catalyst for more reflective modes of classroom practice.

Smith, C. and M Gillespie (2007) Research on Professional Development and Teacher Change: Implications for Adult Basic Education. www.ncsall.net/fileadmin/resources/ann_rev/smith-gillespie-07.pdf (accessed on 06.11.2010). (RCS/ SAM) After briefing about the state of professional development in adult basic education in the US, the authors discuss in detail two CPD models – traditional and job-embedded – and professional development in standards-based environments. Then they explore some individual, contextual and systemic factors which influence the ways teachers change. The implications of the discussion for policy, practice and research are also listed.

Solomon, J, and S. Tresman. (1999). A Model for Continued Professional Development: Knowledge, belief and action.

Journal of In-service Education, 25/2, 307-19. (TCP/ SAM) Drawing on Schön’s ideas of reflective practice and reflection-in-action, the authors argue that CPD must focus on enabling teachers develop their professional judgement and professional identity alongside the enhancing of their content (here, science) knowledge.

Tytler, R., R. Smith, P. Grover and S. Brown. (1999). A Comparison of Professional Development Models for Teachers of Primary Mathematics and Science. Asia-Pacific Journal of Teacher Education, 27/3, 193-214. (SAM) This article studies two professional development programmes for math and science teachers in Australia in order to compare whole-school against workshop models of professional development, and to explore how teachers’ perceived needs and expectations relate to the nature of the programme, teacher confidence and the subject area, and how this relationship can help develop a framework for conceptualising teachers’ professional development needs.

Van Eekelen, I. M., J. D. Vermunt, H. P. A. Boshuizen (2006) Exploring Teachers’ Will to Learn.

Teaching and Teacher Education, 22, 408-423. (RCS/ TCP) This article presents a small-scale qualitative study exploring teachers’ will to participate in professional learning activities.

The study led to identifying of some key incentives for teachers to learn: discover new practices, being pro-active, being open to experiences and other people etc. The study also showed three different manifestations of the will to learn: seeing the need to learn, wondering how to learn, and being eager to learn.

Wan, S. W-Y., P. H-C. Lam (2010) Factors Affecting Teachers’ Participation in Continuing Professional Development (CPD):

from Hong Kong Primary School Teachers’ Perspectives. An unpublished paper presented at AERA Annual Meeting, Denver, Colorado, 30 April – 4 May 2010. www.eric.ed.gov/PDFS/ED509923.pdf (accessed on 10.11.2010). (RCS/ SAM) This paper reports the findings of a small-scale study exploring factors that affect teachers’ participation in CPD. Three types of factors are discussed in the light of these findings: personal factors (professional attitudes, appraisals of feasibility, appraisals of meaningfulness, emotions of exhaustion, loss of personal accomplishment), task factors (pressure of work, emotional demands, job variety, autonomy, participation), and work environments (management support, collegial support, intentional learning support).

Wayne, A. J., K. S. Yoon, P. Zhu, S. Cronen and M. S. Garet (2008) Experimenting with Teacher Professional Development:

Motives and Methods. Educational Researcher, 37/8, 469-479. (RCS/ TCP) This is a status-of-the-research article on teacher professional development. In the first half various findings from the research on professional development are discussed. It argues that though some research shows the positive impact on student learning of professional development happening in a conducive setting, little is known about the impact of professional development in a range of other settings and by multiple trainers. In the second half the authors discuss some experiments and methodological options for effective professional development.

Webster-Wright, A. (2009) Reframing Professional Development Through Understanding Authentic Professional Learning.

Review of Educational Research, 79/2, 702-739. (TCP) This article argues for a shift in the discourse and focus of professional development from delivering and evaluating programmes to understanding and supporting authentic professional learning. The author says that despite changes taking place in response to the research findings about how professionals learn, professional development programmes still focus on the content rather than on enhancing learning. The article also offers a critique of the current conceptualisations of professional development.

Articles Welch, F. C. and P. C. Tisdale (1995) Partnering with Schools, Districts, and Educators for Effective and Continuing Professional Development. An unpublished paper presented at the 45th Annual Meeting of the American Association for College Teacher Education, Washington DC, 12-15 February 1995.

www.eric.ed.gov/PDFS/ED380432.pdf (accessed on 10.11.2010). (RCS/ SAM) This is a case study of a CPD programme at the University of Charleston (South Carolina) aimed at developing collaboration between schools and the university. It describes how the programme was flexible enough to meet the diverse needs of the educators while being compatible with the academic regulations of a higher education institution. One key feature of the programme was its design according to the needs of the educators. Other features included quick response to the educators’ needs, teachers teaching teachers, research into possible new approaches, and active involvement of the university faculty in schools restructuring.

Whitcomb, J., H. Borko and D. Liston (2009) Growing Talent: Promising Professional Development Models and Practices.

Journal of Teacher Education, 60/3, 207-212. (SAM/ TCP) A strong argument in favour of robust professional development programmes to prepare teachers for the 21st century is presented in this article. It briefly describes an emerging professional development mechanism namely professional learning communities.

Wright, T. (2000) Teacher Development: A Personal View. CAVES English Teaching, 24, 38-43. (SAM/ TCP) This article explores meanings of teacher development and identifies some of its characteristics. It discusses some principles to guide teacher development programmes, which include valuing the experience of participants, change as a central working concept, teamwork and talk as the ‘fuel’ of teacher development. Several references on teacher development are also listed.

Zimpher, N. L. and K. R. Howey (1992) Policy and Practice Toward the Improvement of Teacher Education: An Analysis of Issues from Recruitment to Continuing Professional Development with Recommendations.

www.eric.ed.gov/PDFS/ED349304.pdf (accessed on 10.11.2010). (PDF) This paper presents an analysis of teacher education policy and practices with respect to teacher recruitment, induction, and CPD with the intention of stimulating dialogue, debate, and collaboration among all the agencies involved in education.

It also provides a comprehensive set of interrelated policy and practice recommendations for improving teacher performance through appropriate policy decisions.

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