Models of Continuing Professional Development: a framework for analysis

Abstract

The area of teachers' continuing professional development (CPD) is of growing interest internationally. However, while an increasing range of literature focuses on particular aspects of CPD, there is a paucity of literature addressing the spectrum of CPD models in a comparative manner. This article therefore considers a wide range of international literature, together with some specific examples from the Scottish context, in proposing a framework built around key characteristics of individual models of CPD. The framework identifies nine key models, which are then classified in relation to their capacity for supporting professional autonomy and transformative practice. The article considers the circumstances in which each of the nine models of CPD might be adopted, and explores the form(s) of knowledge that can be developed through any particular model. It also examines the power relationships inherent in the individual models and explores the extent to which CPD is perceived and promoted either as an individual endeavour related to accountability, or as a collaborative endeavour that supports transformative practice. Finally, it is argued that there is a need for greater interrogation of both the purpose and the potential outcomes of CPD structures -the framework outlined in this article is offered as one way of supporting such analysis.

Clinical Humanities; informal, transformative learning opportunities, where knowledge gained from Humanities epistemologies is translated back into clinical practice, supporting the development of professional autonomy in undergraduate dental students

“…As Kennedy makes clear, for this informal model of professional development to have maximum capacity for transformation, the 'issue of power' (Kennedy, 2005) needs to be addressed. The role of the Clinical teacher is less of a 'transmitter of knowledge' (Lave and Wenger, 1998) and more of a facilitator, helping the students develop the necessary skills, empowering their move from the periphery of the clinic in year one to becoming active participants, practising dentists, colleagues within the community of practice.…”

“…Over the subsequent four years, students spend increasingly longer periods of time on the clinics treating their own patients under supervision across as wide a range of dental specialities as they will encounter in practice, their skill sets constantly evolving and improving. This is the type of social learning environment advocated by (Dewey, 1938), (Vygotsky, 1978) and later (Lave and Wenger, 1991), where the students, encouraged to enquire and problem solve, construct their own knowledge, creating meaning from real life experience associated with the 'context-specific' transformative and community of practice models Kennedy (2005) where the students are passive listeners, 'situated' (Lave and Wenger, 1998) within the community of practice of the clinic their learning 'takes place through the relationships between people and connecting prior knowledge with authentic, informal, and often unintended contextual learning' (Northern Illinois University, 2012).…”

“…Kennedy's framework (Kennedy, 2005) affords a useful lens to examine the professional development of undergraduate dental students so inextricably linked also to their personal development. Of particular relevance is the transitional to transformative end of the spectrum; the community of practice and transformative models critically linked to both empowerment and increased professional autonomy.…”

“…Of the many models of professional development, (Kennedy, 2005) has identified nine according to their key characteristics which she then further defines as either; transmission, transitional or transformative according to the type of knowledge developed and their purpose. She suggests that as one moves from transmission models such as award -bearing or cascade models through the more transitional; coaching/mentoring and communities of practice methods towards the transformative; action research and an agenda focussed transformative practice model which integrates aspects from the entire range, there is a shift in power from the regulators and standard-setters to the learner providing them with increased professional autonomy.…”

Online vs Face-To-Face Engagement of Computing Teachers for their Professional Development Needs

“…Professional development (PD) in computer science education for teachers can take a number of forms. Training as the primary or only aspect of PD has been criticised by a number of authors [18,7,17], although subject-knowledge workshops for teachers may be one useful form of Computing PD [13]. In New Zealand, preparing teachers for curriculum change has led to the introduction of 2 to 3 day workshops which are followed up with discussion groups with teachers working in clusters [27], exemplifying a type of collaborative PD [7].…”