Teacher Continuing
Professional Development
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‘Nothing has promised so much
and has been so frustratingly wasteful
as the thousands of workshops and
conferences
that led to no significant change in practice
when teachers returned to their classrooms.’
Fullan, M. ‘The new meaning of educational change’. 1991
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Teacher learning should be embedded in the daily
life of the school and provide opportunities to
inquire systematically about teaching practices,
their impact on students and about other issues
of teachers’ work.
K-H Hansen, The Curriculum Workshop, EERJ 7 N° 4 2008
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CPD changes
Teachers’ practice: willingness and ability to
change their practice
deeper knowledge and
understanding of subject
wider repertoire of
strategies and ability to
choose when to use them
CPD works!
CPD has an
affective impact: increased motivation
increased confidence
changed attitudes
towards teaching and
learning
GTC England, ‘Teachers’ Professional Learning’ 2005
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includes practice, coaching, and follow-up
is collaborative
is spread over time
works with groups of teachers
uses active learning
promotes reflective practice
encourages experimentation
responds to teachers’ needs
Effective CPD:
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EU policy on CPD
• Systems should be: adequately resourced, quality assured, coordinated, coherent, continuous
• CPD a lifelong task …
• …requires opportunities and incentives
• …need to increase take-up, improve supply
• …needs to be:
– quality assured
– firmly rooted in practice, evidence-based
– relevant, tailored to individual needs
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Teacher
• is reflective practitioner
• is mobile
• is autonomous learner
• is engaged in pedagogical research
• takes part in school development
• collaborates with colleagues
EU policy on …
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• Member States to review policies on retention…• … promote teaching as attractive career
• improve ITE• introduce induction• career-long mentoring
• School Leadership
• Quality of Teacher Educators
EU policy on …
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Member States to:
• promote a reflective approach
• provide for regular reviews of teachers’ individual professional development needs …
• encourage all teachers continuously to review their work, both individually and collectively
• make available sufficient high quality provision opportunities for CPD to meet needs
• ensure teachers receive regular feedback on their performance to help identify their professional development needs
EU policy on CPD
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CPD: questions
1 What good practice from your country can you share?
2 In your national context, what can be done, at no additional cost, to bring about these changes?
3 What more can ENTEP do to help bring about these changes?
Helping all teachers take responsibility for developing their professional competences
Helping systems and schools respond more effectively to teachers’ development needs
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Snow-Renner, Lauer, ‘Professional Development Analysis’, McREL, 2005 at:
http://www.mcrel.org/PDF/ProfessionalDevelopment/5051IR_Prof_dvlpmt_an
alysis.pdf
Eastron P, Carbone, RE, ‘Asking those who know: a collaborative approach
to CPD’, Teacher Development Vol 12 N° 3, Aug 2008, 261 – 270.
General Teaching Council for England, ‘Teachers' professional learning’,
Dec. 2005 at: http://www.gtce.org.uk/pdf/teachers/rft/prof_learn1205
Garet, Porter, Desmoine, Birman, & Kwang, (2001). What makes
professional development effective? American Educational
Research Journal, 38(4).
References