Journal•ISSN: 1941-5257
Journal of In-service Education
Taylor & Francis
About: Journal of In-service Education is an academic journal published by Taylor & Francis. The journal publishes majorly in the area(s): Professional development & Service (business). It has an ISSN identifier of 1941-5257. Over the lifetime, 1064 publications have been published receiving 13334 citations.
Topics: Professional development, Service (business), Teacher education, Higher education, Faculty development
Papers published on a yearly basis
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TL;DR: In this article, the authors consider a wide range of international literature, together with some specific examples from the Scottish context, in proposing a framework built around key characteristics of individual models of CPD and identify nine key models, which are then classified in relation to their capacity for supporting professional autonomy and transformative practice.
Abstract: The area of teachers' continuing professional development (CPD) is of growing interest internationally. However, while an increasing range of literature focuses on particular aspects of CPD, there is a paucity of literature addressing the spectrum of CPD models in a comparative manner. This article therefore considers a wide range of international literature, together with some specific examples from the Scottish context, in proposing a framework built around key characteristics of individual models of CPD. The framework identifies nine key models, which are then classified in relation to their capacity for supporting professional autonomy and transformative practice. The article considers the circumstances in which each of the nine models of CPD might be adopted, and explores the form(s) of knowledge that can be developed through any particular model. It also examines the power relationships inherent in the individual models and explores the extent to which CPD is perceived and promoted either a...
739 citations
474 citations
TL;DR: In this paper, a triple-lens framework is proposed to analyse three specific examples of CPD initiatives in the context of teacher learning in which socio-cultural aspects are given due attention.
Abstract: Teachers' continuing professional development (CPD) is being given increasing importance in countries throughout the world. In Scotland, the changing professional and political context has resulted in unprecedented investment in CPD. However, analysis and evaluation of CPD policies, practice and impact is complex. In seeking to understand some of the complexities, this article proposes a triple-lens framework, drawing on three different accounts of teacher learning. The framework is then used to analyse three specific examples of CPD initiatives. Conclusions point to the need to consider a much wider conception of teacher learning in which socio-cultural aspects are given due attention.
321 citations
266 citations
TL;DR: This paper identified four areas where principals have the opportunity to have a substantial impact on teacher learning: 1) the principal as an instructional leader and learner; 2) the creation of a learning environment; 3. direct involvement in the design, delivery and content of professional development; and 4. assessment of teacher professional development outcomes.
Abstract: School principals exercise significant influence on teacher professional development. We identify four areas where principals have the opportunity to have a substantial impact on teacher learning. These include: 1. the principal as an instructional leader and learner; 2. the creation of a learning environment; 3. direct involvement in the design, delivery and content of professional development; and 4. the assessment of professional development outcomes.
225 citations