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ERIC Number: EJ1406191
Record Type: Journal
Publication Date: 2024
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1941-5257
EISSN: EISSN-1941-5265
Towards a Model of Teachers' Continuing Professional Development (CPD): a Border Crossing Journey with Embedded Contradictions, Ethical Dilemmas and Transformative Possibilities
Geraldine Mooney Simmie; Niamh O'Meara; Annette Forster; Veronica Ryan; Tara Ryan
Professional Development in Education, v50 n1 p46-58 2024
Shulman (1989) argued how 'outrageously complex' teaching is and how reform imperatives driving standards should not lead to standardisation and the subsequent loss of soul. We assert that framing a model of teachers' Continuing Professional Development (CPD) is similarly 'outrageously complex', a multifaceted construct that has professional, personal and political ends and purposes and is concerned with needs beyond that of the individual teacher, such as the teaching profession, schooling system, economic and social needs, as well as the wider public-interest values of the state. For this study, we worked as a community of inquiry, drawing from theoretical pluralism in order to conduct an abductive analysis of existing models of teachers' CPD. Our model of teachers' CPD offers an explanatory framework that positions teachers' values, goals and dreams at the centre, involves a relational border crossing journey rather than a final destination, and necessitates ethics (philosophy), critical reflexivity and the empirical as productive ways of staying with the embedded contradictions, ethical dilemmas and transformative possibilities of an advanced professional practice. We present this new model of CPD not as a final analysis but rather as a theory worthy of further research and consideration.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ireland
Grant or Contract Numbers: N/A