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1.
This article has two aims. Its first is to describe how findings from a questionnaire survey of 96 UK primary schools influenced the theory of action adopted in the SEEPS Project, (Sustainability Education in European Primary Schools, 1997) funded by DGXI and DGXXII of the European Commission and Scottish Natural Heritage. SEEPS is a continuing professional development (CPD) project developed by representatives from 11 European educational systems. The first section of the article outlines how the Project came to adopt a school focused theory of action in CPD, in preference to a centralised or school-based approach. School focused CPD trains trainers and provides them with adaptable materials that can support individualised CPD programmes decided in and by the school and its staff. The second aim is to outline and analyse some of the more interesting inter and intra-regional relationships, correlations and differences which emerged from the survey. We have only included those findings that illuminate CPD provision in sustainability education. This article seeks to share data with others working in environmental education and sustainability education and to stimulate a debate about the relevance of school focused approaches in international discussions about CPD in environmental and sustainability education. 相似文献
2.
There is broad consensus amongst researchers and international organisations that the quality of early childhood education and care (ECEC), which means the wellbeing of children and families, depends on well-educated and competent staff. This remains a challenge in Europe, since part of the workforce is also represented by low-qualified ECEC assistants in many EU countries. In the CoRe study (2011), assistants are defined as ‘invisible workers’, meaning that their presence is usually not taken into account in policy documents and that they have far fewer possibilities of qualification and professional development than core practitioners. Building on the findings of the CoRe study, a recent NESET II report reviewed the profiles of ECEC assistants in 15 European countries and their professionalisation opportunities. This article describes the report's findings, with a focus on the roles of assistants and on how to create coherent pathways towards their qualification and continuous professional development (CPD) opportunities. The latter is shown through the examples of three case studies carried out in Denmark, France and Slovenia. Recommendations for policy makers are included in the conclusions. The framework of the article is the ‘competent system’: as pointed out in the CoRe study, individual competences alone are not sufficient to create quality. A ‘competent system’ is needed which includes collaboration between individuals, teams and institutions and has competent governance at policy level. This means working within a holistic ‘educare’ approach that is able to value the educative role of caring and the caring role of education. 相似文献
3.
This study investigates continuing professional development (CPD) of vocational teachers, with a focus on recurrent participation. Vocational teachers need to be competent as teachers and in relation to their vocational teaching subject. Reformation of Swedish vocational education in order to strengthen the working-life connection imposes demands on teachers to have up-to-date knowledge about the vocations related to their vocational subjects. To support the reform, vocational teachers have been offered to participate in a new national CPD initiative targeting their vocational competence. The study concerns participation in this initiative. Drawing on a socio-cultural perspective, vocational teachers’ CPD implies boundary-crossing between school and working-life. Theory concerning adults’ participation in education is considered relevant to understand conditions for such boundary-crossing, and learning, among vocational teachers. The article specifically investigates patterns in vocational teachers’ recurrent participation, which is expected to clarify the factors influencing further participation in professional development. The strongest predictor of recurrent participation, when adjusting for the influence of other factors, is the type of municipality that the teacher comes from, with low populated municipalities having the lowest likelihood of participation. Furthermore, recurrent participation is more likely by participating teachers from adult education or from privately owned schools, and by male teachers. 相似文献
4.
This article explores innovation as an aspect of in-service continuous professional development (CPD) in ECEC. Based on a literature review and a cross-country analysis conducted in ten European countries, we found that innovation in CPD was understood as a way to improving quality in ECEC. CPD no longer solely deals with practitioners’ knowledge and skills. Rather, it encompasses processes such as critical thinking, reflexivity and co-creation within and across ECEC systems. Two overall approaches to innovation in CPD emerged: one can be characterised as developing in systems that lack a national definition for innovation, where there is nevertheless a growing awareness of the need to finding new solutions for ECEC; and one as highly innovative in systems that have a history, culture and societal tradition of innovation. Also, three additional insights were identified as crucial aspects of CPD in terms of innovation: (a) critical reflection; (b) communities of practice; and (c) a growing focus on politics that address social inequality through ECEC. This analysis contributes to filling the gaps in research on innovative CPD in ECEC at three levels: system (macro), inter-organisational (meso) and individual, organisational (micro). Further research is needed to explore more in-depth the identified approaches to innovation related to CPD and their impact on quality development in European ECEC. 相似文献
5.
JUUA EVETTS 《European Journal of Engineering Education》1998,23(4):443-452
The paper traces the development of initiatives in respect of continuing professional development (CPD) for engineers. It considers the dynamics of European and UK national institutions, and the CPD programmes which have resulted. Some of the problems are identified and discussed. These include the practical difficulties of supply, demand and cost, as well as the tensions between UK professional associations and the European societies and federations concerning jurisdiction and control of licensing and quality assurance. 相似文献
6.
Brecht Peleman Arianna Lazzari Irma Budginaitė Hanna Siarova Hanan Hauari Jan Peeters Claire Cameron 《European Journal of Education》2018,53(1):9-22
This article presents the findings of an analysis of the effects of CPD initiatives on the quality of the pedagogical practices of ECEC practitioners. It is part of a larger study commissioned by Eurofound and jointly conducted by VBJK, IOE and PPMI (Eurofound, 2015). In order to draw policy-relevant information that might support decision makers in designing effective ECEC policies in their countries, the study reviewed existing research evidence published on this topic not only in English, but also in all the languages currently in use in EU Member States. Therefore, it involved country experts from EU-28 Member States. The research question was framed by the political priorities identified by the Council Conclusions on Early Childhood Education and Care (EU Council, 2011). The systematic literature review methodology elaborated by the EPPI-Centre for informing evidence-based policies in the field of education and social sciences was adopted to review the evidence drawn from primary research studies cross-nationally. The study revealed that long-term CPD interventions integrated into practice, such as pedagogical guidance and coaching in reflection groups, proved to be effective not only in countries with a well-established system of ECEC provision and a high level of qualification requirements for the practitioners, but also in countries with poorly subsidised ECEC systems and low qualification requirements. CPD initiatives based on the active engagement of practitioners and on peer exchanges within a shared scientific framework, proved to be the most effective. 相似文献
7.
Aileen Kennedy 《欧洲师范教育杂志》2011,34(1):25-41
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. 相似文献
8.
9.
The role of teachers is becoming increasingly important in advancing student learning outcomes. This article discusses one area that is still in need of significant reform in Albania: the induction and mentoring of new teacher-candidates. Based on a mixed-method study involving 275 Albanian teachers and mentors, it provides insights into the benefits and challenges of current practices. The study identifies a number of key areas in need of improvement, including: the selection of mentors; professional training for mentors; communication among different stakeholders; and overall planning and coordination of mentoring services. These issues are discussed within a wider European policy context that situates mentoring as an important component of teachers’ ongoing professional development. 相似文献
10.
Alice Wabule 《Africa Education Review》2016,13(3-4):141-156
Continuous professional development has assumed a central role in organisational development in recent years. In the teaching profession, initial training is no longer seen as enough due to rapid changes in technology, social structures, ideologies and the increasing diversity of the classrooms. While acknowledging the empowering aspect of CPD, this article draws on both literature sources and on an ongoing empirical study on teacher professional integrity to analyse the challenges and opportunities of CPD programmes in Uganda. It also demonstrates a new approach to CPD based on research experiences with the teachers in one school in Uganda. 相似文献
11.
Cathal de Paor 《Irish Educational Studies》2016,35(3):289-306
Evaluating the impact of school-based continuing professional development (CPD), as with any other kind, is not without its challenges. This article reports on an evaluation of a CPD programme which was established to support implementation of a new primary school curriculum in Ireland. It examines what can be learned by comparing the views on the likely impact held by the teachers participating in the CPD and the support professionals providing it. The results show that both groups were very positive about the likely impact. However, support professionals anticipated a greater impact than the teachers themselves on teachers’ knowledge and implementation of the new curriculum. Likely explanations for these divergent views are discussed. The article highlights the importance of building in mechanisms within CPD to enable both teachers and support professionals to consider together the impact on an ongoing basis, and to use the available evidence formatively to inform planning for CPD. Incorporating a focus on impact in CPD is likely to become even more important in the years ahead given that teachers themselves are increasingly playing a greater role in decisions about what CPD is undertaken. 相似文献
12.
Zahava Scherz Liora Bialer Bat‐Sheva Eylon 《Research in Science & Technological Education》2013,31(1):49-69
This study was carried out in the framework of continuous professional development (CPD) programmes following a CPD model aimed at promoting ‘accomplished practice’ involving: pedagogical knowledge, content knowledge, pedagogical content knowledge and scholarship of teaching. Teachers were asked to bring evidence about their practice. The context was related to the ‘Learning Skills for Science’ (LSS) programme, which advocates the explicit incorporation of high‐order learning skills into science school curricula. The main goal of the study was to test the evidence‐based LSS CPD model by investigating the impact of its related CPD programmes on participating teachers. The impact relates to teachers’ perceptions about teaching learning skills, teachers’ LSS practice, and their professional influence in the educational system. As part of the evaluation method, we developed a criterion‐based diagnostic tool and a visual representation, designed to assess a teacher’s professional profile and progression according to dimensions of ‘accomplished practice’. The diagnostic tool can be adjusted and tailored to different CPD domains. Results indicated that requiring teachers to bring evidence from practice and students’ learning enabled us to follow teachers’ progress and succeeded to improve their performances towards accomplished LSS practice. The results exemplify a synergy between CPD designed activities and the ongoing evaluation of its impact. 相似文献
13.
This paper explores the concept of continuing professional development (CPD) for teachers in Scotland in an education system undergoing change. It considers the curricular and political changes which affect the nature of CPD considered appropriate and relevant for teachers. This article reports on one small‐scale qualitative study into award‐bearing CPD at masters level in a unique scheme known as Chartered Teacher Studies. This is a new, alternative route for Scottish teachers to gain professional recognition and financial reward for continuing to practise, rather than seeking promotion through a management route. This small‐scale, preliminary exploration of the views of teachers who have completed the programme to masters level found that teachers perceived that their studies had a positive impact on their learning, increased their understanding, their commitment to linking theory with practice through research and raised their confidence in developing pedagogy. It is recognised that the outcomes cannot be widely generalised, as it considers only one cohort of students in one institution. However, since it is widely recognised that CPD for the teaching profession is an essential facet in improving education practice, the issues explored in this paper may be of interest to an international audience. 相似文献
14.
Continuing education is a defining characteristic of work in the professions. Yet the approach various professional groups take to continuing professional development (CPD) differs widely in terms of regulatory frameworks and requirements, modes of delivery and funding. Importantly, little is understood about how CPD impacts on practice.This paper compares the regulatory context of different professional groups and devises a two‐dimensional model to explore differences in CPD practice by mapping control over CPD content and mode. The emergent quadrants we label as liberal, regulated, managed and controlled. The paper continues by using empirical data from two studies of continuing education in dentistry and the wider literature to explore factors affecting CPD impact. The paper ends by considering how the regulatory context may affect impact and concludes that changes in the control of CPD have potential to influence the power of education to make a difference to professional practice. 相似文献
15.
This paper seeks to position the current role of mentoring within the continuing professional development (CPD) programmes of UK professional associations and to examine its potential for developing reflective practice. Following a review of mentoring and CPD in terms of their relationship to the ethos of lifelong learning, it indicthes the extent to which mentoring has been embraced by professional associations. Here, reference is made to a wider research project that set out to map the CPD policies and programmes of UK professional associations by analysing the documentation of over 100 associations. The paper puts forward the idea that mentoring could form an important support for reflective practice, particularly where participation in CPD is compulsory. In conclusion, it argues that the wider introduction of mentoring could help forge new relationships between professionals and their clients, and overcome some of the tensions inherent within CPD itself. 相似文献
16.
This article aims to investigate teachers’ perception of sources of knowledge in their continuing professional development (CPD). It investigates whether the perceived importance of a source can be related to its trustworthiness. Knowledge sources comprise institutions and colleagues, who produce knowledge for teachers’ development. The issues are examined by analysis of questionnaire studies on teachers’ CPD with a sample size of 711 teachers in Germany and Sweden. The results show that a knowledge source’s trustworthiness is a relevant and significant predictor for its importance in teachers’ CPD. However, the national context in which teachers work also has a considerable influence. 相似文献
17.
While reflection continues to be promoted as a central feature of teachers' continuous professional development (CPD) activities in Scotland and elsewhere, a wider debate across professions and national boundaries has opened as to how reflection might be re-conceptualised to restore its social and critical dimensions. This paper seeks to contribute to this debate, arguing that drawing ideas from the literatures on both reflection and communities of practice provides a sounder foundation upon which to build CPD activities that are likely to support professional renewal than that provided by either concept by itself. In particular, the authors draw on their participation in a number of Scottish research and development projects to focus on shared sense-making and collaborative engagement as activities that can enhance reflection. The paper concludes with a set of design principles for CPD activities. 相似文献
18.
Shironica P. Karunanayaka 《Distance Education》2018,39(1):87-109
AbstractWhile there is growing recognition and acceptance of Open Educational Resources (OER) and Open Educational Practices (OEP) in teaching and learning, designing for their integration remains very challenging for educators. Adopting OER and OEP in their profession requires significant changes in practitioners’ pedagogical thinking and practices, which can be supported by the design of appropriate professional development experiences. At the Open University of Sri Lanka (OUSL), significant successes in addressing this challenge have been achieved with the design and development of a rigorous approach and a robust model to support adoption of OER and OEP by practitioners using Scenario-based Learning (SBL). In this paper we explore the efficacy of a scenario-based approach to learning in the integration of OER by practitioners, reflecting on how the SBL approach was tested and refined over three continuing professional development (CPD) interventions conducted at the OUSL over 2013–2017. Based on the findings, we discuss what design strategies of the three CPD interventions best supported the adoption of OER and OEP by practitioners, how effective have been the theoretical constructs and the strategies adopted in the design of CPD interventions, the impacts of the CPD interventions and implications of these experiences for the future. 相似文献
19.
Contemporary work-life changes rapidly, and vocational education and training (VET) teachers need to keep up-to-date with changing knowledge demands and technological developments. This article concerns VET teachers’ continuing professional development (CPD) related to the specific vocations for which they teach. The aim is to analyse VET teachers’ participation in various types of activities designed to make them become more knowledgeable in relation to industry currency. The study draws on a socio-cultural perspective on practice and learning. Theory concerning adults’ participation in education is also used in analysing drivers of and barriers to participation in learning activities. The analyses are based on survey data from 886 Swedish VET teachers relating to their participation in different activities, barriers/drivers concerning participation in these activities, perceived effects (outcomes) of participation in terms of professional development, and teachers’ background. Reading professional texts was the most common CPD activity among those VET teachers participating in the study. Reading, and work in the VET teacher’s former/initial occupation were the two activities where variation in performing them could be explained to the highest degree. The study particularly highlights the importance of boundary crossing between school and work-life for maintaining and developing the industrial currency of VET teachers’ competence. Active membership and engagement in the community of practice of the initial occupation is important for participation in CPD activities closely related to this community. 相似文献
20.
Eileen Smith 《Education 3-13》2013,41(2):41-43
The importance of continuing professional development (CPD) is increasingly recognised as an important contributor to school improvement. Successful CPD involves gaining the commitment of teachers to the process, and to sustaining and supporting their involvement in activities that are beneficial to both their professional growth and the development of their school and the children. This article describes a whole school improvement initiative that sought to do just that: a partnership, in which Hampshire inspection and advisory service; University College, Winchester; and the teachers at Lee-on-the Solent Junior School, worked together to enable practitioner research to become both a reality, and a powerful contributor to both personal development and school improvement. 相似文献