«Continuing Professional Development An Annotated Bibliography Amol Padwad and Krishna Dixit Introduction by Rod Bolitho ...»
Zuzovsky, R. (2001) Teachers’ Professional Development: An Israeli Perspective.
European Journal of Teacher Education, 24/2, 133-142. (RCS/ TCP) This paper presents an Israeli perspective on teacher professional development. It attempts to address three crucial questions about professional development: the nature of the developmental process, the issue of professionalism in terms of the nature of teaching in an ideological sense, and the focus of the professional development process itself - whether it is on the teacher in the classroom or on the teacher in a wider organizational context.
20 ArticlesSection 2
Books 2 Books Atkinson, T., G. Claxton, M. Osborne, and M. Wallace (1996) (Eds.) Liberating the Learner: Lessons for Professional Development In Education. London: Routledge.
This book argues that CPD is not an option for educators, but a necessity for all. For helping educators to cope with the challenges of effecting change in education the book brings together several useful perspectives on learning and development. Key areas covered include teacher learning, implicit theories of learning, experiential learning and teachers as adult learners. This collection of essays offers a framework for exploring teachers’ positions on a whole range of professional issues related to student learning and teaching.
Atkinson, T. and G. Claxton (2000) The Intuitive Practitioner: On the Value of Not Always Knowing What One is Doing.
Buckingham: Open University Press.
This book is a collection of articles by some distinguished educational researchers. The articles explore the dynamic relationship between reason and intuition in the context of the professional practice of teachers. The collection is divided into four parts: perspectives on intuition in professional learning and practice, intuition and initial teacher education, intuition and CPD, and intuition and assessment.
Andrews, S. (2007) Teacher Language Awareness. Cambridge: Cambridge University Press.
The book argues that an adequate level of teacher language awareness (TLA) is an attribute of any competent language teacher. It explores the nature of teacher language awareness, linking it with classroom teaching and student learning. It includes chapters on TLA and the teaching of language, TLA and the grammar debate, TLA and teachers’ subject-matter cognition, the TLA of expert and novice teachers, the TLA of native and non-native speakers, TLA and student learning, and TLA and teacher learning.
Argyris, C. and D. A. Schön (1974) Theory in Practice: Increasing Professional Effectiveness.
San Francisco, CA: Jossey-Bass.
This book is a classic text on increasing professional effectiveness. It argues that the real obstacle in increasing professional effectiveness is the incongruity between espoused theory and theory of action. It includes a detailed discussion of theory of action, issues in professional education, and implications for one’s professional competence and practice and for redesigning professional education.
Bolton, G. (2005) Reflective Practice: Writing and Professional Development. London: Sage.
This is a sourcebook on exploiting reflective writing for professional development. Its focus is on expressive and explorative writing combined with group work and mentoring to enable a sensitive and critical examination of one’s practice. The key themes discussed are narrative-based practice, principles of reflective practice, metaphor and poetry, tips for beginning writing, and learning journals.
Bradbury, H., N. Frost, S. Kilminster, and M. Zukas (2009) (Eds.) Beyond Reflective Practice: New Approaches to Professional Lifelong Learning. London: Routledge.
In this book the authors expand the meaning attributed to reflective practice beyond the internal thought processes in individuals to the recognition of the context, the power dynamics and the ideological forces. They argue that a situated, rather than individualistic, understanding of practice is needed in order to realise the radical potential of reflective practice. Presenting a new conceptualisation of reflective practice the authors examine what new forms of professional reflective practice are emerging. In particular they examine the relationship between reflective practitioners and those upon whom they practise. The broad areas covered include lifelong learning, CPD, adult education, and research methods in education.
Brookfield, S. D. (1995) Becoming A Critically Reflective Teacher. San Francisco, CA: Jossey-Bass.
This book is a useful resource for developing the notion of teachers as reflective practitioners. It argues that teachers need to examine several routine teaching activities in order to understand the dynamics of the relationship between teaching and learning. The key topics include characteristics of a critically reflective teacher, learning to know ourselves, understanding classroom dynamics and holding critical conversations.
Day, C. (1999) Developing Teachers: The Challenges of Lifelong Learning. London: Routledge Falmer.
This book is about the nature of teacher professionalism, CPD of teachers, and contexts of teacher development. Drawing on international research and development work the author discusses the ways in which personal and professional contexts influence teaching. The book addresses a range of key issues in teacher development: teachers as inquirers, understanding teacher development, teachers’ conditions of work, school-led professional development, limits and possibilities of in-service education, networks for learning, and the role of teachers in a learning society.
Day, C. and J. Sachs (2005) International Handbook on the Continuing Professional Development for Teachers.
Milton Keynes: Open University Press.
This handbook brings together theoretical and empirical research into purposes, policies and practices of teachers’ CPD over the last twenty years. The articles here deal with a range of CPD aspects including a review of the CPD literature, the politics, policies, and purposes of CPD and some case studies from Asia, Africa, America, and Australia. It concludes with a discussion of some possibilities of research into CPD.
Edge, J. (2002) (Eds.) Continuing Professional Development: Some of our Perspectives. Kent: IATEFL.
This collection of papers aims to expand our thinking and actions about CPD. It includes papers from diverse perspectives of classroom teachers, teacher educators, teacher trainers, applied psychologists, administrators, and managers.
Edge, J. (2005) Continuing Cooperative Development: A Discourse Framework for Individuals as Colleagues.
Michigan: The University of Michigan Press.
This resource book presents a series of guided tasks to enable teachers to engage in cooperative development. This book draws on a wide range of data from teaching young learners to doctoral students.
Gewirtz, S., P. Mahony, I. Hextall, A. Cribb (2008) (Eds.) Changing Teacher Professionalism: International Trends, Challenges and Ways Forward. London: Routledge.
This book provides an analysis of how teachers’ professional influence on the policy and the practice has diminished in the wake of some significant changes in the social contexts and how teachers now face a range of new challenges including a wider public scepticism towards the profession’s authority. There are also some suggestions about how teachers can change their practice for better. The topics covered include CPD, educational politics, school leadership, management, and administration, and teacher education.
Goodall, J., C. Day, G. Lindsay, D. Muijs, and A. Harris (2005) Evaluating the Impact of Continuing Professional Development. Department for Education and Skills, UK.
www.education.gov.uk/research/data/uploadfiles/RR659.pdf (accessed on 10.11.2010).
This document reports a study into the impact of CPD on teachers and schools with the aim of investigating a range of evaluative practices for CPD and providing material to evaluate CPD. The study showed that CPD was evaluated in schools in terms of participants’ satisfaction, change in pupil attitudes, participants’ learning and improvement in their knowledge and skills.
Goodson, I. (2003) Professional Knowledge, Professional Lives. Milton Keynes: Open University Press.
In this book Ivor Goodson examines the state of professional knowledge about teaching and teacher education. The main argument is that confining professional knowledge within the practical domain of teaching is not an effective strategy for raising professional standards. The author advocates an extended vision of professional knowledge taking into account the teacher’s life and work. The book includes interesting discussions of issues like the forms of professional knowledge, the representations of the teacher, development of life and work histories of teachers, educational change, personality of change, and social histories of educational change.
Hargreaves, A. and M. Fullan (1992) Understanding Teacher Development. London: Cassell.
This is collection of essays on teacher development from a humanistic and critical standpoint. In the humanistic way as it focuses on interpreting teacher development as it happens, rather than prescribing ways of leading it. It is also a critique of the educational systems which hinder teacher development, deskill teachers, disempower them, and consequently cause deprofessionalizing of teaching.
24 Books Head, K. and P. Taylor (1997) (Eds.) Readings in Teacher Development. Oxford: Heinemann.
This selection of writings on teacher development, with accompanying activities and commentaries, facilitates reflection on how attitude and awareness influence teaching and how change is possible. The selections portray a person-centred view of teaching and learning.
Holmes, E. (2005) Teacher Well-Being: Looking after Yourself and Your Career in the Classroom. London: Routledge.
In this book the author provides some practical advice and solutions on teachers’ experience of negative feelings about the workplace and on understanding the links between their classroom work and their personal well-being. Drawing on some real life case studies the author offers strategies for enhancing the physical, emotional, spiritual, and mental wellbeing of teachers. The topics discussed include good stress and bad stress, enhancing personal well-being at school, wellbeing and career development, and CPD.
Hustler, D., O. McNamara, J. Jarvis, M. Londra and A. Campbell (2003) Teachers’ Perceptions of Continuing Professional Development. www.ttrb.ac.uk/attachments/16385164-58c6-4f97-b85b-2186b83ede8c.pdf (accessed on 10.11.2010).
This book reports a study conducted on behalf of the Department for Education and Skills (DfES), UK by Manchester Metropolitan University and Education Data Surveys. It offers a baseline of teachers’ previous experience of CPD and their current attitudes and expectations. It also suggests ways to facilitate subsequent monitoring of the impact of the CPD strategies. It also includes a detailed discussion of various CPD activities, a rationale for undertaking CPD and some core issues like access to CPD, the value and impact of CPD and identifying CPD needs.
James, P. (2001) Teachers in Action. Cambridge: Cambridge University Press.
This is a resource book for in-service language teacher education and development. The focus of the book is on action research. It offers a wide range of ideas to help teachers to investigate issues that are relevant to their own professional development. It also offers photocopiable worksheets.
Megginson, D. and V. Whitkar (2003) Continuing Professional Development. London: CIPD.
This book provides both detailed practical guidelines and a theoretical overview of CPD. It includes a wide range of case studies and examples with authorial comments and various activities for self-assessment. The topics include clarifying CPD (referring to needs, core concepts, key principles, limitations and stake holders), engaging in CPD, prioritizing needs and selecting activities, recording and evaluating development, and empowering career creativity.
Moon, J. A. (2001) Reflection in Learning and Professional Development. London: Routledge.