Understanding continuing professional development: the need for theory to impact on policy and practice
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Teacher professional development involves teacher learning that enables transfer into student learning that takes place in the classroom.
“This can be done using teacher professional development as this involves teacher learning that enables transfer into student learning (Kennedy 2014) that takes place in the classroom.”
From Insights provided into the decolonisation of the science curriculum, and teaching and learning of indigenous knowledge, using Cultural-Historical Activity Theory (2021) · cites this paper as Kennedy 2014
In “The state of the literature in CPD” (page not available), Kennedy describes good teacher learning as central to good pupil learning and reports that student learning outcomes and classroom practices are expected areas of CPD impact. The paper presents this as a policy discourse and an expectation, rather than establishing that teacher learning necessarily transfers into student learning in the classroom. (LLM, conf=0.84)
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Research works printed but not linked: 20
- Ali, T. (2014). Development of teacher leadership: a multi-faceted approach to bringing about improvements in rural elementary schools in Pakistan. Professional Development in Education, 40(3), 352-375.
- Bailey, M. & Sorensen, P.(2013). Reclaiming the ground of master's education for teachers: lessons to be learned from a case study of the East Midlands Masters in Teaching and Learning, Journal of Education for Teaching: International research and pedagogy, 39:1, 39-59.
- Bell, B. & Gilbert, J, (1996). Teacher development: a model from science education. London: Falmer Press.
- Cordingley, P., Bell, M., Evans, D. & Firth, A. (2005a). 'The impact of collaborative CPD on classroom teaching and learning. Review: What do teacher impact data tell us about collaborative CPD?' in Research Evidence in Education Library, EPPI-Centre, Social Science Research Unit: Institute of Education, University of London.
- Cordingley, P., Bell, M., Thomason, S. & Firth, A. (2005b). 'The impact of collaborative continuing professional development (CPD) on classroom teaching and learning. Review: How do collaborative and sustained CPD and sustained but not collaborative CPD affect teaching and learning?' in Research Evidence in Education Library, EPPICentre, Social Science Research Unit: Institute of Education, University of London.
- City, E., Elmore, R., Fiarman, S. & Teitel, L. (2009). Instructional rounds in education: A network approach to improving teaching and learning. Harvard Education Press: Cambridge, MA.
- Day, C., Sammons, P., Stobart, G., Kinton, A. & Gu Q. (2007). Teachers matter: Connecting work, lives and effectiveness. Maidenhead: Open University Press.
- Flory, S., McCaughtry, N., Martin, J., Murphy, A., Blum, B. and Wison, K. (2014). US urban teachers' perspectives of culturally competent professional development. Professional Development in Education, 40(2), 282-294.
- Fraser, C., Kennedy, A., Reid, L. & McKinney, S. (2007). Teachers' continuing professional development (CPD): contested concepts, understandings and models. Journal of In-Service Education, 33(2), 153-169.
- Herbert, S. & Rainford, M. (2014). Developing a model for continuous professional development by action research. Professional Development in Education, 40(2), 243-264.
- Kennedy, A. (2005). Models of continuing professional development: A framework of analysis. Journal of In-service Education, 31(2), 235-250.
- Kennedy, A. (2014). Models of continuing professional development: A framework of analysis. Professional Development in Education, 40(3), 336-351.
- Kennedy, A. (2014, forthcoming). What do professional learning policies say about purposes of teacher education? Asia-Pacific Journal of Teacher Education, (In press).
- King, F. (2014). Evaluating the impact of teacher professional development: an evidence-based framework. Professional Development in Education, 40(1), 89-111.
- Loomis, S., Rogriduez, J. & Tillman, R. (2008) Developing into similarity: Global teacher education in the twenty-first century, European Journal of Teacher Education, 31(3), 233-245.
- McKinney, S., Carroll, M., Christie, D., Kennedy, A., Reid, L. & Wilson, A. (2005). AERS: Learners, learning and teaching Network Project 2 -progress report. Paper delivered at the Scottish Educational Research Association Conference, Perth, Scotland, 24-26 November.
- Sachs, J. (2001). Teacher professional identity: competing discourses, competing outcomes. Journal of Education Policy, 16(2), 149-161.
- Smith, G. (2014). An innovative model of professional development to enhance the teaching and learning of primary science in Irish schools. Professional Development in Education, 40(3), 467- 487.
- Stoll, L., Bolam, R., McMahon, A., Wallace, M. & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7(4), 221-258.
- Swaffield, S. (2014). Models of professional learning and the global imperative of professional development in education. Professional Development in Education, 40(3), 331- 335.
Cited by
Sorted by citations
de Beer, J. J., & Kriek, J. (2021) · South African Journal of Higher Education · doi:10.20853/35-6-4217 · Cited by 19 · see citing works
- Authors
- Kennedy, A.
- Venue
- Professional Development in Education
- Publisher
- Informa UK Limited
- Published
- 2014-10-15
- Volume
- 40
- Issue
- 5
- Pages
- 688-697
- ISSN
- 1941-5257
- 1941-5265
- Cited by
- 313
- References
- 0
- Language
- en
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