Models of Continuing Professional Development: a framework for analysis

By A. Kennedy. 2005

919 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/120716f3473b7f2a9663151fa3db672ce5c319c7

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In Developmental and Educational Psychology

In Education

In Human Factors and Ergonomics

Citations in the corpus

Effects of professional development on the quality of teaching: Results from a randomised controlled trial of Quality Teaching Rounds (2017, background): “, 2013), take place within the school day (Garet, Porter, Desimone, Birman, & Yoon, 2001), are integrated into practice (Armour & Yelling, 2007), cohere with school and system policies (Desimone, 2009; Ingvarson, Meiers, & Beavis, 2005), and promote transformative practice, rather than accountabilit”
Not without the art!! The importance of teacher artistry when applying drama as pedagogy for additional language learning (2011, background): “This professional development model attempted to avoid short-term intensive workshops, which although cost effective, have been criticised for the lack of long-term impact and a rigidity of structure that allows few opportunities for attention to individual teachers’ background or needs (Kennedy 20”
Professional development of teacher educators: what do they do? Findings from an explorative international study (2017, background): “Concerns and activities are not only linked to individual preferences but also triggered by the quality requirements set by others, such as the teacher education institutes, the government or the teacher education profession (Kennedy 2005).”
Reassembling teacher professional development: the case for Quality Teaching Rounds (2016, background): “are coherent with school and system policies (Desimone, 2009; Ingvarson, Meiers, & Beavis, 2005; Penuel, Fishman, Yamaguchi, & Gallagher, 2007), and focused on transforming practice, rather than accountability (Kennedy, 2005).”
"Together we are better": Professional learning networks for teachers (2016, background): “Aileen Kennedy (2005) argued that traditional PD initiatives rarely are designed based on how teachers learn, but are instead built on the premise that highly effective teaching results from mastering a set of technical skills.”
The predicament of primary physical education: a consequence of ‘insufficient’ ITT and ‘ineffective’ CPD? (2012, background): “These views are collectively aligned with a general call for new ways of developing teachers (Guskey 2002; Stein, Smith, and Silver 1999) and greater interrogation of both the purpose and the potential outcomes of CPD structures (Kennedy 2005).”
The impacts of professional learning communities on science teachers’ knowledge, practice and student learning: a review (2016, background): “The literature is replete with descriptions of differing models of PD, most of which include activities that focus on job-embeddedness (Learning Forward 2011), developing teacher leaders (Killion and Kennedy 2012), reviewing learning and teaching strategies (Saito 2012), one-toone interaction betwee”
Initial Teacher Education and Continuing Training Policies in a Comparative Perspective: Current Practices in OECD Countries and a Literature Review on Potential Effects (2010, background): “Nevertheless, several forms of continuing training coexist (Kennedy, 2005).”