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Teacher development: a question(ing) of professionalism

Pachler, Norbert (2007) Teacher development: a question(ing) of professionalism. In: New Designs for Teachers' Professional Learning. Institute of Education, University of London, London, pp. 242-268. ISBN 978-0-854737-29-1

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Item Type: Book Section
Additional Information: This chapter explores the interrelationship between teachers’ professional development and teacher professionalism and professionality on the basis of a rigorous analysis of relevant conceptual and theoretical frameworks as well as policy documents and initiatives. It does so with reference to the prevailing educational policy context and broader socio-political developments such as the impact of neo-liberalism and managerialism on education. With reference to some examples from England the chapter seeks to demonstrate that government-sponsored CPD initiatives are, at least to some extent, at odds with extended notions of teacher professionality and he goes on to suggest some ways in which this shortcoming might be addressed. In particular, it foregrounds collaborative and enquiry-based approaches to teachers’ CPD, namely the notions of productive pedagogy and enquiry as a stance on case-based learning, in an attempt to move conceptualisations of teacher professionalism from a restricted to an extended plane.
Controlled Keywords: Continuing professional development
Divisions: IOE Departments > Departments > Learning, Curriculum and Communication
IOE Departments > Departments > Culture, Communication and Media
Depositing User: IOE Repository Editor (2)
Date Deposited: 25 May 2010 10:48
Last Modified: 09 Jan 2014 00:03
URI: http://eprints.ioe.ac.uk/id/eprint/5400
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