Understanding continuing professional development: the need for theory to impact on policy and practice

By A. Kennedy. 2014

354 citations recorded by the source corpus.

Subfields: Education, Human Factors and Ergonomics, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/65e00d80849bf3d5fe393c240dfaf2f6f3b26368

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Anna Stodter
2. C. Cushion
3. J. Gore
4. D. Lubans
5. J. Bowe

In Human Factors and Ergonomics

1. Anna Stodter
2. C. Cushion
3. J. Gore
4. J. Bowe

In Information Systems and Management

1. Anna Stodter
2. C. Cushion
3. J. Gore
4. J. Bowe

Citations in the corpus

• What works in coach learning, how, and for whom? A grounded process of soccer coaches’ professional learning (2017, background): “…and ongoing efforts to construct a wider empirically-grounded ‘theory in context’ (e.g. Clarke and Hollingsworth 2002) of effective continuing professional development in education that can account for the many different forms of CPD provision and activity (Harland and Kinder 1997, Kennedy 2014).”
• Effects of professional development on the quality of teaching: Results from a randomised controlled trial of Quality Teaching Rounds (2017, background): “Despite the substantial corpus of research on PD, few studies directly link specific teacher development activities to changes in teaching practice and/or improved student outcomes (Desimone, 2009; Guskey & Yoon, 2009; Guskey, 2002; Kennedy, 2014, 2016).”