An alternative model of continuing professional development for teachers: Giving teachers time

Haydn, Terry, Barton, Roy and Oliver, Ann (2008) An alternative model of continuing professional development for teachers: Giving teachers time. International Education Studies, 1 (1). pp. 44-49. ISSN 1913-9020

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Abstract

The paper reports on the outcomes of a Department of Culture, Museums and Sport (DCMS) funded project which provided resources for three groups of teachers in different subjects and age phases to have some time where they were freed from their teaching responsibilities, and also given time to meet together with other teachers to share ideas. The idea underpinning the project was to explore a model of continuing professional development for teachers which was different in approach to recent Department for Education and Skills (DfES) ‘strategy’ and training based approaches. The three groups of teachers (primary science, secondary history and secondary science) met together with curriculum tutors from the local School of Education to explore ideas about how to develop innovative approaches in aspects of their subject teaching. In addition to funding four days of supply cover for the teachers involved to meet, the teachers were also given at least two days of supply cover during the course of the project to develop their ideas. Towards the end of both academic years, the groups met again to share their ideas. The paper describes the outcomes of the project and the teachers’ perceptions of the process issues and problems involved in pedagogical innovation. The paper also considers some of the broader issues arising from the project, in terms of how to make the most effective use of teachers’ time, in an era when there are many competing demands on this finite resource.

Item Type:	Article
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User:	LivePure Connector
Date Deposited:	28 Nov 2018 14:30
Last Modified:	02 Jul 2021 00:10
URI:	https://ueaeprints.uea.ac.uk/id/eprint/69073
DOI:

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