Continuing Professional Development An ... - EnglishAgenda

suggests some implications of such a view for teacher development theory and practice. The article has three sections
giving a description of the context, the teacher development discourse and the teachers’ views on teacher development,
and some implications for teacher development.
Padwad, A. and K. K. Dixit (2008) Impact of Professional Learning Community Participation on Teachers’ Thinking About
Classroom Problems. TESL – EJ, 12/3.
(accessed on 06.11.2010). (RCS/ SAM)
This article presents the findings of a small-scale research into the impact of the participation in a professional learning
community (English Teachers’ Clubs – ETCs) on teachers’ thinking about and attitudes towards classroom problems
in an Indian context. It was found that the members of the ETCs fared much better than the non-members in terms of
contextualising the problems, taking a critical approach to the problems, believing in self-agency and being pragmatic in
finding solutions.
Peeke, G. (2000) Issues in Continuing Professional Development: Towards a Systematic Framework.
(accessed on 10.11.2010). (TCP)
The paper proposes that any systematic framework for CPD should be built on the following considerations:
• necessary updating in the areas covered in teachers’ initial qualifications
• developmental routes for those who wish to continue their teaching role by either specialising or becoming expert teachers
• required training for principals
Penlington, C. (2008) Dialogue as a Catalyst for Teacher Change: A Conceptual Analysis.
Teaching and Teacher Education, 24, 1304-1316. (SAM)
In this article, the author, drawing on the philosophical theory of practical reason, shows why and how teacher-to-teacher
dialogue plays a crucial role in teacher learning and teacher development. It is argued that dialogue is the structural glue
that holds together other development activities.
Queensland College of Teachers (2008) Policy: Continuing Professional Development Framework.
(accessed on 10.11.2010). (PDF)
This brief document presents a CPD framework based on standards and a development focus. The framework is based on
the following principles:
• CPD involves critical reflection, development and strengthening of practice
• CPD is flexible, relevant and integral to an individual teachers’ professional practice
• CPD acknowledges the importance of teacher scholarship and professionalism
Riding, P. (2001) Online Teacher Communities and Continuing Professional Development.
Teacher Development, 5/3, 283-296. (SAM)
This article focuses on teacher support and development opportunities afforded by email discussion lists. It describes the
experiment of two discussion lists (for two UK examinations) and how it evolved into a lively online community effectively
contributing to CPD. It further discusses the factors that have led to the success of the experiment.
Rossmiller, R. A. (1984) Changing Educational Practice Through Continuing Professional Development Programmes. An
unpublished paper presented at the II Inter-American Congress of Educational Administration at Brasilia, Brazil, 29 July –
02 August 1984. (accessed on 10.11.2010). (SAM)
This paper underlines the crucial role of CPD in changing teachers and in improving student learning. It suggests that the
source of motivation to participate in CPD lies in intrinsic factors.
Sandholtz, J. and S. P. Scribener (2006) The Paradox of Administrative Control in Fostering Teacher Professional
Development. Teaching and Teacher Education, 22, 1104-1117. (RCS/ TCP)
This article presents a case study examining the professional development component of a standards-based reform
effort initiated by a school district in the United States. It describes how the administrators tried to implement the key
design principles of effective professional development and how it resulted in increased bureaucratic control. This in turn
undermined the process they sought to enhance.
Sargent, T. C. and E. Hannum (2009) Doing More with Less: Teacher Professional Learning Communities in Resource-
Constrained Primary Schools in Rural China. Journal of Teacher Education, 60/3, 258-276. (RCS/ SAM)
This article is about how teacher professional learning communities function as an effective means of connecting
professional learning to the routine work. Drawing on the data collected in 71 villages in China, the authors show that
professional learning communities provide environments in which teachers can engage in research and collaboration.
Scribner, J. P. (1999) Professional Development: Untangling the Influence of Work Context on Teacher Learning.
Education Administration Quarterly, 35/2, 238-266. (TCP/ SAM)
Through a case study design this article explores the factors that motivate teachers to participate in professional learning
18 Articles