Understanding continuing professional development: the need for theory to impact on policy and practice

Abstract

This article reflects on my 2005 article in this journal, entitled 'Models of continuing professional development: A framework of analysis'. Having been invited to reflect on the original article as part of PDiE's 40 th anniversary celebrations, I have taken the opportunity to reflect not only on the structure and content of the original framework, but also to position it within the current state of literature in the area of teacher professional learning. In so doing, this article proposes an updated framework for analysis, focusing more explicitly on the purpose of particular models than the categorisations of the models themselves. It then goes on to expand on this by considering how various aspects of CPD policies might be analysed according to what they reveal about underlying perspectives on professionalism. The article concludes with some thoughts on how theory about teacher professional learning might better help us to understand policy and impact positively on practice.

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

“…35 This process is arguably situated and influenced by a myriad of situational factors which can support or impede a change in practices, which is defined as a change in knowledge, understanding, skills, behaviours, attitudes, values or beliefs (Evans 2010). Therefore understanding teacher professional learning through theorising same (Kennedy 2014) may help narrow the knowledge practice gap between 5 professional learning and changes in practices.…”

“…Keywords: CPD; professional development; change; sustainability; professional learning Introduction and rationale Despite a burgeoning international literature advocating teacher professional learning as an essential mediating factor for enhancing student outcomes, the knowledge 25 practice gap (Kennedy 2014) or implementation and sustainability of change in schools remains somewhat elusive. Teacher professional learning has been defined as the growth of teacher expertise leading to a change in practices to result in improved student outcomes (New South Wales (NSW) Institute of Teachers 2007).…”

Evidence of Professional Learning: a Closer Look at Development in Practice

“…This is not to say that an evidence-based policy works against learning in practice but rather to explore practitioner understandings of acceptable learning. Theory needs to impact on policy and practice to gain a better understanding of the realities of professional development (Kennedy, 2014). In short, what counts as evidence of professional development?…”

“…The literature reveals a focus on the activity of continuous professional development (CPD) but scant attention to theory (Kennedy, 2014). McCormick (2010, p. 407) asserts: "CPD needs to be theorized more ... and a range of perhaps competing theories would make for a healthier field".…”

Unconference professional development: Edcamp participant perceptions and motivations for attendance

“…Because teaching and learning are influenced by various contextual factors, it is argued that PD activities should build on teachers' knowledge, beliefs, perceived needs and existing practices (Opfer andPedder 2011, Moon et al 2014). PD approaches that feature collaborative teacher inquiry and provide teachers with autonomy and agency, such as Lesson Study (Stigler and Hiebert 1999), have also been praised for their transformative potential (Kennedy 2014).…”