Providing for the professional development of teachers in England: a contemporary account of a government-led intervention

Burstow, Bob; Winch, Christopher

doi:10.1080/19415257.2013.810662

Cited by 6 publications

(4 citation statements)

References 19 publications

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“…The second category considers professionalizing policies and their impacts on teachers' engagement in professional development activities (Burstow & Winch, 2014). Supposing that teachers are true "professionals", the developing of expertise implies to be able to apply and adapt theory to the situation at the workplace.…”

Section: Categories To Explain Short-and Long-run Effects Of Teacher ...mentioning

confidence: 99%

“…First, teachers at the upward level continue to find new ways to incorporate professional development ideas in their practice, and students improve their learning also during the following years. Second, teachers at the stable level sustain their knowledge learned Guskey (1986Guskey ( , 2002 Change in • Teacher's classroom practice • Student learning outcomes • Teachers' beliefs and attitudes Burstow and Winch (2014) Tension between the view of teachers as a professional workforce versus the view of the teacher as a craft practitioner Kennedy ( 2014 during professional development, but there is no added value for students. Third, teachers located at the downward level forget or purposefully leave the knowledge and skills provided through CPD activities.…”

Section: Categories To Explain Short-and Long-run Effects Of Teacher ...mentioning

confidence: 99%

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Innovation in Teacher Professional Learning in Europe

Jones,

Ostinelli,

Crescentini

2023

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The right of Ken Jones, Giorgio Ostinelli and Alberto Crescentini to be identified as the authors of the editorial material, and of the authors for their individual chapters, has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988.All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers.

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Section: Categories To Explain Short-and Long-run Effects Of Teacher ...mentioning

confidence: 99%

Section: Categories To Explain Short-and Long-run Effects Of Teacher ...mentioning

confidence: 99%

Innovation in Teacher Professional Learning in Europe

Jones,

Ostinelli,

Crescentini

2023

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“…For example, the Master's in Teaching and Learning degree for school teachers in the United Kingdom was a government-led intervention and was designed by higher education institutions as a professional development for teachers. The practice-focused programme was met with enthusiasm and eager anticipation, particularly by senior teachers who saw the benefits of the programme in increasing their level of thinking and interlacing their practical experience with theoretical knowledge (Burstow and Winch 2014). Meanwhile, the Science in the Classroom Partnership programme in the United States, which is funded by the National Science, has been in operation for an astounding 17 years.…”

Section: Selection Of Participantsmentioning

confidence: 99%

Enhancing Huber’s evaluation framework for teacher professional development programme

Hiew

Murray

2021

Professional Development in Education

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This paper presents an enhanced evaluation framework for teacher professional development programmes, which is based on one originally proposed by Huber in 2011. This paper draws on a study on the Professional Up-skilling of English Language Teachers (ProELT) programme in Sabah (Borneo), Malaysia. The study adopted a mixed methods exploratory sequential design using a questionnaire survey, individual interviews and a focus group discussion. Based on the findings from the study, four new components have been added to Huber's original framework, namely (1) selection of participants, (2) incorporation of the Adult Learning principles, (3) follow-up support, and (4) assessment of programme impact. This enhanced framework has significant contributions to make to programme designers and programme providers, in providing them with additional guidelines to consider when designing the pre-, ongoing and post-phases of a teacher professional development programme.

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“…This criticism has both philosophical and practical/political implications: it is rooted in a conceptual dualism of the two modes of knowledge as articulated by Ryle (1949, pp. 16-20); at the same time, it lends itself to an educational and pedagogic policy that devalues both research-validated knowledge and their institutional academic contexts (as exemplified in the recent policy-driven redefinition of teaching as a practice-based craft that should be best acquired through an apprenticeship model, as opposed to the university-based postgraduate degrees in professional education (Burstow & Winch, 2014)). However, there is a sense in which this Encountering the Creative Museum 445 criticism is based on an assessment of an academic course in terms of the requirements and contingent complexities of practice.…”

Section: Museographic Bricolage and Durationmentioning

confidence: 99%

Encountering the Creative Museum: Museographic creativeness and thebricolageof time materials

Tlili

2015

Educational Philosophy and Theory

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The aim of this article is to trace some lines of thinking towards a conceptualization of the uniqueness of the creative work of museums, the mode of creativeness that belongs exclusively to museums, or at least that museums are capable of by virtue of the types of materials and forms as well as activities unique to what will be referred to as museography. This is linked to the question of what it is that constitutes the uniqueness of museum work as a professional field. The article characterizes the uniqueness of museum professional knowledge primarily in terms of a mode of creativeness, or bricolage in Levi-Strauss's sense, mediated through the museographic form, and applied to the chance assemblies of materials to generate museumspecific modes of engaging questions-across science, culture, and society-particularly through creating unique temporal arrangements, or durations, that provoke thought, learning, and engagement on museographic terms. Museography's originality, it is argued, consists in a bricolage that works through the museum's unique material and form to create learning resources and encounters, museographic assemblages that depart from a conception of linear time as the space of evolutionary narrative to facilitate the experience of Bergsonian durations.

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Providing for the professional development of teachers in England: a contemporary account of a government-led intervention

Cited by 6 publications

References 19 publications

Innovation in Teacher Professional Learning in Europe

Innovation in Teacher Professional Learning in Europe

Enhancing Huber’s evaluation framework for teacher professional development programme

Encountering the Creative Museum: Museographic creativeness and thebricolageof time materials

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