Designing a professional development programme: a process of change management


Hanley, P., Ratcliffe, M. and Maringe, F. (2006) Designing a professional development programme: a process of change management. In, BERA 2006, Warwick, UK, 06 - 09 Sep 2006. UK, Education-line13pp, 1-13.

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Original Publication URL: http://www.leeds.ac.uk/educol/

Description/Abstract

This paper reports the evaluation of a three-phase model of developing CPD, in which the developers worked in partnership with teachers to design a package for promoting accomplished science teaching across six key domains of practice (eg assessment for learning, argumentation). The data comprise interviews with developers at the end of each phase (22 in total) and with teachers at the end of phases 2 and 3 (11 interviews). The analytical framework was based on a change transition model consisting of 4 interlocking layers: trigger, vision, conversion and maintenance. Using issues around compiling portfolios of evidence, we track the evolution of a CPD package from inception to completion, highlighting good practice as well as potential pitfalls. The iterative nature of the development of the CPD is shown to have real value. Whilst the potential for evidence-based CPD is high, without considerable justification and support there is a danger that tasks such as compilation of a portfolio might become barriers to participation rather than key parts of the process.

Item Type: Conference or Workshop Item (Paper)
Related URLs:
Keywords: CPD, change management, professional development
Subjects: L Education > LB Theory and practice of education
Divisions: University Structure - Pre August 2011 > School of Education > Professional Practice & Pedagogy
ePrint ID: 58759
Date Deposited: 18 Aug 2008
Last Modified: 27 Mar 2014 18:41
Publisher: Education-line
URI: http://eprints.soton.ac.uk/id/eprint/58759

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