Collaborative continuing professional development (CPD) for teachers in Scotland: aspirations, opportunities and barriers

Abstract

This paper explores stakeholders' views on the desirability of collaborative continuing professional development (CPD) and examines potential barriers. It draws on two projects which each explore perceptions of CPD for teachers in Scotland. The data include interviews with key informants and with practising teachers as well as survey data from Year 2-6 teachers. Analysis of data reveals an aspirational view of collaborative CPD, yet some of the data also reveal a pragmatic, occupational approach to CPD where the structure of the CPD framework is seen as fixed and not conducive to collaborative endeavour. The data are analysed with reference to the triple lens framework which offers a composite framework for understanding teacher learning. The analysis is considered in relation to both the growing literature on collaborative CPD and the current policy context in Scotland, drawing out key messages of relevance to wider European and international contexts. IntroductionThe notion of collaborative continuing professional development (CPD) is increasing in popularity and recent research suggests that it can be more effective than individual CPD, especially when undertaken over a period of time rather than in a one-off session (Cordingley 2005). However, many countries worldwide, including Scotland, have adopted standards-based CPD frameworks which measure individual competence against set descriptors, but measuring the value of collaborative CPD in an individualised way is a real challenge. Added to this is the likelihood that a lot of the value of collaborative CPD is to be found in the informal element of working with other people; even harder to capture in competence-based descriptions of teaching standards. This paper explores these internationally relevant issues from a Scottish perspective, drawing on two recent research projects: one looking at teachers as learners across the entire career phase, and the other focusing on CPD needs in the second to sixth years of teaching.In analysing the data the paper draws on the 'triple lens framework ' (Fraser et al. 2007) as a means of better understanding the purpose and potential impact of CPD. This model offers a composite framework for thinking about teacher learning, drawing on three different ways of understanding CPD:

Teacher professional development to support teacher professional learning: Systemic Factors from Irish case studies

“…The structure encompasses the organisation of the activity such as 40 the duration of the activity, type of activity (such as network, mentoring, research, workshop …) and collective participation. The emphasis on collective participation echoes Fullan (2001) and Kennedy's (2011) view on the importance of collaborative PD for enhancing student outcomes. However the gap between theory and practice relating to collaborative PD may need to be explored, especially in the Irish context 45 where individual practice still reigns (O'Sullivan 2011; Eivers and Clerkin 2013).…”

Teachers’ professional learning goals in relation to teaching experience

“…However, teachers also learn when they engage in and learn from everyday classroom practice (continuous experiential learning) (cf. Meirink et al 2009;Czerniawski 2013), when they collaborate with colleagues (Kennedy 2011;Little 2012) and from being part of a school system and its change processes (Hoban 2002). To understand teachers' professional learning goals as they emerge from their daily professional life and within their workplace setting, a situated enquiry is needed (Webster-Wright 2009).…”

Exploring the Effects of Classroom Culture on Primary Pre-Service Teachers’ Professional Development

“…In this study it was revealed that according to participant pre-service teachers, a collaborative and informal learning climate in classrooms is yet to be created; these teaching conditions can increase opportunities for learning and can also add to the enjoyment of the activity (Kennedy, 2011). Results suggest that the presence of peers in classrooms during the teaching practices of pre-service teachers is encouraging, as is the presence of a mentor teacher in the class.…”