Teachers' continuing professional development: rooting practice in the classroom

Park, Jo and Reynolds, David (2008) Teachers' continuing professional development: rooting practice in the classroom. International Journal of Management in Education, 2, (1), 14-29. (doi:10.1504/IJMIE.2008.016228).


Full text not available from this repository.


Ownership and relevance to practice are key to successful teacher professional development. As part of a pilot project to develop evidence-based professional development, teachers were trained in the use of a classroom observation system, and used it as a basis for peer observation and discussion to enable them to decide on an area to focus on within their Continuing Professional Development (CPD). Feedback from teachers, through focus groups and individual interviews, was largely positive and most felt that the process of structured, non-hierarchical peer observation and discussion was successful in determining a personal CPD focus, and as an exercise in its own right.

Item Type: Article
Digital Object Identifier (DOI): doi:10.1504/IJMIE.2008.016228
ISSNs: 1750-385X (print)
1750-3868 (electronic)
Keywords: continuing professional development, teachers’ development, peer observation, teachers’ learning pathways
Subjects: H Social Sciences > HD Industries. Land use. Labor
L Education > L Education (General)
Divisions : University Structure - Pre August 2011 > School of Education
ePrint ID: 177715
Accepted Date and Publication Date:
Date Deposited: 18 Mar 2011 16:20
Last Modified: 31 Mar 2016 13:34
URI: http://eprints.soton.ac.uk/id/eprint/177715

Actions (login required)

View Item View Item