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Designing a professional development programme: a process of change management

Record type: Conference or Workshop Item (Paper)

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.

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Citation

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

More information

Published date: 6 September 2006
Venue - Dates: BERA 2006, 2006-09-06 - 2006-09-09
Keywords: CPD, change management, professional development

Identifiers

Local EPrints ID: 58759
URI: http://eprints.soton.ac.uk/id/eprint/58759
PURE UUID: f95de738-98e8-452f-bf83-67c754adfe17

Catalogue record

Date deposited: 18 Aug 2008
Last modified: 17 Jul 2017 14:26

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Contributors

Author: P. Hanley
Author: M. Ratcliffe
Author: F. Maringe

University divisions


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