LONDON, January 20, 2014 /PRNewswire/ --
Two new reports suggest new paradigms for a longer-term approach to improving teaching quality
Global education company Promethean releases two new reports on Teacher Professional Development at the Education World Forum 2014, in London (19-22 January). The papers challenge current models of teacher CPD (Continuing Professional Development) and ICT Professional Development (ICT-PD), heralding a shift in the way teachers and leaders view and engage in Professional Development.
'Planning a Teacher Professional Development Journey' (Promethean's Thinking Deeper White Paper No.8) puts forward the notion that Professional Development should be seen as a long-term and ongoing learning journey which marries pedagogical competence, content expertise and technological skill. The second paper, authored by Eliane Metni (Institute of Education, University of London), focuses on ICT-PD, appealing again for an investment in long-term teacher development and putting forward suggestions for a new paradigm of ICT-PD, which nurtures teachers' adaptive expertise.
Authored by Don Passey (Department of Educational Research, Lancaster University), 'Planning a Teacher Professional Development Journey' is underpinned by the perception that teaching quality is "…the most important school-related factor influencing student achievement" (Rice, 2003). Passey states that existing CPD narrowly focuses on content, subject and short-term gains, suggesting that there is a need for a more sustainable and long-term approach to improving teaching practice and quality. The paper states that no framework for long-term professional development currently exists and puts forward suggestions as to what a common framework for schools may look like.
Elaine Metni's research paper also examines the importance of long-term investment in teacher development, placing ICT-PD as a key source of professional growth. Metni states that, "in order to bridge the achievement gap, the quality of teachers and professional development is key." Her report proposes a recommendation for a new ICT-PD paradigm.
The paper calls for a shift towards a new paradigm that provides learner-centred approaches to Professional Development, with teachers as learners. Relationship-building is vital in facilitating this and Metni sees teachers moving away from acting as routine practitioners to becoming adaptive experts who can better prepare students to face tomorrow.
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