«Continuing Professional Development An Annotated Bibliography Amol Padwad and Krishna Dixit Introduction by Rod Bolitho ...»
This book proposes reflection as a key to advanced learning and professional development. It includes a brief discussion about the ‘backbone philosophies of reflection’ with special reference to Dewey and Habermas, reflection in experiential learning, reflection in professional practice particularly as postulated by Schön and reflection in professional theory and practice. Several activities for learning and professional development reflecting the fundamental principles of reflection are also included.
Moon, J. A. (2006) Learning Journals: A Handbook for Reflective Practice and Professional Development.
London: Routledge, 2nd Edition.
The focus of this book is on the role of learning journals in professional development through reflective practice. The key topics included here are the uses of learning journals, tips for writing learning journals, assessing journals, examples of journals, the use of narrative and story-telling techniques in journals, and activities to enhance learning from journals.
Neufelf, J. (2009) Redefining Teacher Development. London: Routledge.
Tracing the historical the foundations of the ongoing teacher reform movement the author suggests that it descends from the physical and biological sciences rather than teacher-student relationships. The book presents alternative theoretical foundations and propositions to inspire innovative discussions about teachers’ CPD. It includes a detailed discussion of the key issues in CPD, educational policy, and educational research.
Roberts, J. (1998) Language Teacher Education. London: Arnold.
This is a comprehensive introduction to language teacher training and development. The author outlines the main theories of human learning in their application to teacher education. It also offers some frameworks for planning teacher education programmes in addition to several case studies from a range of training situations around the world.
Sparks, D. (2002) Designing Powerful Professional Development for Teachers and Principals.
Oxford, OH: National Staff Development Council.
This is a resource book about planning, organising and implementing effective professional development programmes.
It includes detailed discussion on setting the stage for powerful professional learning, providing context for professional
Todd, F. (1987) Planning Continuing Professional Development. Kent: Croom Helm This book offers suggestions and ideas for planning CPD. It observes that professional development occurs when a professional looks at professionalism in a new light. It includes profession-wide strategies (like practice audit model and CPD for doctors and nurses), organisation based strategies, and practitioner based approaches.
Training and Development Agency for Schools (2008) Continuing Professional Development Guidance. London: TDA.
www.tda.gov.uk/~/media/Publications/tda0530.pdf(accessed on 10.11.2010) This manual provides an elaborate guideline on various aspects of CPD in schools. It includes tips and strategies on effective CPD, the features of good CPD, and evaluating the CPD impact.
26 Books Section 3 Background Reading 3 Background Reading A. Focus: Teaching, Learning, Management, Cognition Bentley, T. (1995) Facilitation: Providing Opportunities for Learning. London: McGraw-Hill.
This book offers a thought-provoking discussion on facilitation skills. It explains the role of the facilitator in making learning effective. A workshop run by the author is used as an example to discuss these facilitation skills. The chapters include setting agendas, matching needs, enabling strategies, psychology of language, encouraging confusion, intervention techniques, protecting freedom, etc.
Bohm, D. (2004) On Dialogue. London: Routledge.
In this book Bohm proposes a creative dialogue (a sharing of experiences, assumptions, and understanding) among all stake-holders as a strategy to change the world. He says that through the creative dialogue people can learn more about themselves and others, and achieve a renewed sense of purpose.
Brandes, Donna and Paul Ginnis (1986) A Guide to Student-Centred Learning. Oxford: Blackwell In this book the authors present a different view of teaching styles and student learning, which emphasizes activity-based learning and teacher-student collaboration, and discusses various possibilities of evolving a new relationship between teachers and learners. The book has three sections: theory and principles of student-centred learning, teacher reflection, and (over 100) student centred activities.
Bransford, J. D., A. L. Brown, and R. R. Cocking (2000) How People Learn. Washington, DC: National Academic Press.
This book offers a renewed vision for understanding conceptual changes in the science of learning. Based on the recent research on the brain and the mind it presents thought provoking discussion on the learning phenomenon. Part three of this book is particularly relevant to teachers as it deals with issues like designing an effective learning environment, examples of effective teaching, and teacher learning.
Brookfield, S. D. (1987) Developing Critical Thinkers: Challenging Adults to Explore Alternative Ways of Thinking and Acting.
Milton Keynes: Open University Press.
In this book Brookfield presents some strategies for developing critical thinkers. The author says that critical thinking, a much neglected issue in adult education, makes one aware of the assumptions behind actions. The book is written in three parts: understanding critical thinking in adult life, practical approaches to developing critical thinkers, and helping adults learn to think critically in different arenas of life.
Brookfield, S. D. (1990) The Skillful Teacher. San Francisco, CA: Jossey-Bass.
This book offers a reconceptualisation of the teacher for the changing world. It argues that teachers need a wider range of skills and expertise far beyond the knowledge of the subject matter. It includes discussion on teaching as a complex and passionate experience, developing a personal vision of teaching, teaching responsively, understanding the tensions and emotions of learning, lecturing creatively, facilitating discussion and a range of other teaching styles making learning an enjoyable experience.
Brumfit, C. (2001) Individual Freedom in Language Teaching. Oxford: Oxford University Press.
This book is about helping learners to develop their own dialect. While examining the roles of teachers and learners the author observes that teachers should support students in developing their unique and personal code for communication.
Bruner, J. S. (1966) Toward a Theory of Instruction. Cambridge, MA: Harvard University Press.
In this book Bruner, one of the most distinguished educational thinkers, discusses how children learn and how they can best be helped to learn. The book is full of insights and ideas about education and educating process. One noticeable feature of the book is the use of insightful metaphors and analogies, like language as a calculus of thought.
Claxton, G. (1984) Live and Learn: An Introduction to the Psychology of Growth and Change. London: Harper & Row.
This book is an introduction to the psychology of learning. It presents learning in the context of everyday experience focusing on the kind of things people learn, how they learn them, and what makes it easier or challenging to learn, the role of personal theories in learning, needs and motives in learning, learning through experience, unlearning to learn, and teaching.
Claxton, G. (1998) Hare Brain, Tortoise Mind. London: Fourth Estate.
Claxton postulates in this book two ways of thinking/ sources of knowing: the rational, businesslike, quick ‘hare’ brain and
Claxton, G. (1999) Wise Up: The Challenges of Lifelong Learning. London: Bloomsbury.
Claxton presents a convincing argument for preparing teachers for the current rapidly changing world. It is built around a discussion of the qualities teachers need to succeed in an uncertain world, of becoming a better all-round life-long learner, and of a reconfiguration of learning for the present times. It also postulates three fundamental qualities of an effective learner – resilience, resourcefulness, and reflection.
Egan, G. (1990) The Skilled Helper: A Systematic Approach to Effective Helping. Pacific Groove, California: Brooks/Cole.
This book presents a three-stage problem-management model of helping learners, and the methods and skills helpers need to make it work. The stages are identification and clarification of problem situations and unused opportunities, developing a preferred scenario, and formulating strategies and plans. The other key issues include building the helping relationships, effective communication skills, helping clients tell their stories and helping clients to develop strategies for action.
Fullan, M. (1991) The New Meaning of Educational Change. London: Cassell.
This book is a passionate and comprehensive account of the reform movement in education. It is concerned with the educational change affecting elementary and secondary schools. The key themes in focus are the sources of educational change, the meaning of educational change, various causes and processes of initiation, planning, doing, and coping with change, educational change at the local level focusing on teachers, principals, students, consultants, and parents and the community, and educational change at regional and national levels with reference to governments. It also includes a discussion of the professional preparation of teachers, professional development of educators, and the future of educational change.
Fullan, M. (1993) Change Forces: Probing the Depths of Educational Reform. London: Routledge.
Fullan argues that the failure to understand and act on the existing knowledge of the educational change process accounts for the widespread failure in ensuring educational improvement. The book discusses some successful change processes and corresponding action strategies at the individual, school, local and state levels. The discussion includes topics like CPD, school leadership, management, and administration, and educational policy and politics.
Fullan, M. (2001) Leading in a Culture of Change. San Francisco, CA: Jossey-Bass.
In this book Fullan discusses the challenges for leadership in complex and uncertain circumstances. He observes that teachers have a moral purpose which is concerned with making lives better. He proposes a framework for leadership in education based on the moral purpose, and built around some key processes like understanding change, coherence making, knowledge creating and sharing, and relationship building.
Gardner, H. (2006) Changing Minds. The Art and Science of Changing Our Own and Other People’s Minds.
Boston: Harvard Business School Press.
In this book Gardner explains what happens during the course of changing minds and offers some tips to guide that process. He argues that the process of changing minds is slow and long-term and can be influenced. It includes some stimulating discussion of the forms and contents of the mind, ways of dealing with a uniform population, changing minds in a formal setting, changing minds indirectly, and changing one’s own mind.
Hargreaves, A. (1994) Changing Teachers, Changing Times. London: Cassell.
In this book Hargreaves offers a thought-provoking account of the changing nature of teachers’ work in the postmodern world. He identifies the new forces of influence and advocates a change in the change process. The book addresses issues like the process of change, contexts of change, teachers’ work, emotions in teaching, and understanding teacher cultures.
Hoban, G. F. (2002) Teacher Learning for Educational Change. Buckingham: Open University Press.
This book advocates a view of educational change as a non-linear process with several crucial forces interacting with and influencing each other. It presents a complexity theory perspective to understand educational change in the true sense of the term. Based on this it discusses some conditions that may help establish a framework for long-term teacher learning to support educational change.
Holt, J. (1964) How Children Fail. London: Penguin.
This classic text on the mass failure in education begins with a key question: “Can a child have vested interest in failure?” Then it
goes on to discuss several crucial but neglected issues in the matters of education. It tries to address several key questions like: