New Designs for Teachers’ Professional Learning
This book offers a clear critique of the dominant discourse of Continued Professional Development (CPD). It suggests a different way of looking at teachers’ professional development and advocates shared practice, collaborative CPD, and scholarly reflection on practice.
List of Contributors; Introduction—Jon Pickering, Caroline Daly and Norbert Pachler; PART 1 ACCREDITATION AND IMPACT OF NEW TECHNOLOGIES: 1) Redesigning Pedagogy for a Modernised Profession: A Master of Teaching for Northern Ireland—Hugh Kearns and Maureen Thatcher; 2) Learning with Others in Mind—Caroline Daly and Norbert Pachler; PART 2 NEW DESIGNS FOR TEACHERS’ PROFESSIONAL LEARNING: 3) Portfolios for Learning: Teachers’ Professional Development Through M-Level Portfolios—Karen Turner and Shirley Simon; 4) Beyond the Classroom Door, Beyond the School Gates: The Imperative and School-to-School Networks for Professional Learning—Louise Johns-Shepherd and Elizabeth Gowing; 5) New Teachers and Educational Research—Anne Turey and Hilary Kemeny; 6) The Respect She Thinks She Deserves—John Hardcastle; 7) Online Task Design on the Master of Teaching—Adam Unwin; 8) Teachers’ Professional Development: Not Whether or What, But How—Jon Pickering; PART 3 RELATION TO NATIONAL POLICY: 9) Control or Empowerment? The Professional Learning of Scottish Teachers in the Post-McCrone Era—Jim O’Brien; 10) Teacher Development: A Question(ing) of Professionalism—Norbert Pachler; Conclusion—Jon Pickering, Caroline Daly and Norbert Pachler.