Science learning centres and governmental policy for continuing professional development (CPD) in England

Bishop, Keith; Denleg, Paul

doi:10.1080/13674580500479836

Cited by 6 publications

(1 citation statement)

References 21 publications

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“…Tensions between local authority, school and individual agendas Bishop and Denley (2006) argue that a centrally-driven focus on raising pupil performance can distort CPD priorities, relegating essential subject knowledge and skill development for individual teachers below more generic content designed to meet institutional targets. They criticise the 'new professionalism' promoted by the UK government, which they argue undermines professional autonomy and leads to a technicist approach to curriculum delivery.…”

Section: Discussionmentioning

confidence: 99%

What's changed? Issues of impact and evaluation in primary science professional development

Davies

2010

Professional Development in Education

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This article reports on issues arising from the external evaluation of a teacher development project -the Active Learning in Primary Science (ALPS) project -undertaken in eight Bristol (UK) primary schools during 2007. The ALPS project aimed to raise pupil attainment in science by developing participating teachers' skills, knowledge and enthusiasm through a programme of centre-based CPD, classroom workshops, in-school consultancy and visits to a hands-on science centre. The evaluation used a combination of documentary evidence, pupil performance data, teacher interviews and observations to gain a view of the strengths, weaknesses and impact of the programme. This raised questions concerning the timing of such evaluation studies, the tensions between the agendas of the various stakeholders and the validity of any short-term apparent gains in pupil performance or teacher attitude. The article problematises the current UK government emphasis on 'measuring impact' from CPD activity.

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Section: Discussionmentioning

confidence: 99%