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The Dimensions of Continuing Professional
Development
Rod BolithoNorwich Institute for
Language Education, UK
The Nature of Teaching as a Profession
High degree of autonomy Isolation One of the ‘helping professions’ Stress, burn-out, fluctuating
motivation Conservative attitudes Limited opportunities for shared
learning The paradox of career progression
a need for CPD
The Ingredients of CPD knowing where you are knowing where you want to go knowing how to get there not standing still taking nothing for granted tuning in to messages thinking and rethinking remaining a learner being in control of your own CPD
priorities
“How can I move forward if I don’t know which way
I’m facing?”(John Lennon)
Differences between Training and Development
Training is…. budget-dependent often time-bound imposed often driven by systemic
change ‘transitive’ as a notion dependent on a trainer possible only in groups based on an external
agenda often problem-centred or
deficit-based accountable to authorities
Development is…. continuous an internal process optional a key factor in personal
change essentially ‘intransitive’ independent of a trainer essentially individual based on an internal
agenda person-centred and based
on a growth view accountable mainly to self
Some Problems with INSETT
single events with no follow-up topics predetermined; little
attention to participants’ needs deficit view leads to resistance and
negativity trainers often either lack face
validity or are simply overwhelming for practising teachers
no use made of teachers’ own experience or expertise
The Archaeology of ChangeClassroom Behaviour
Experience
Relationships
Theory
Values Attitudes Beliefs
Good Practice in INSETT school-based programmes practical relevance and task focus opportunities for exchange of experience draws on teachers’ experience and what
they can do well involvement of teachers in
planning/decision-making course as a genuine development
opportunity with follow-up and accountability
Autonomous Options reading analysing your teaching researching your classroom taking feedback from your
learners writing materials
developing the habit of reflection
The Role of Reflection in action on action for action the value of the experiential
learning cycle
Experiential LearningExperienc
e
Reflect
Make Sense
Plan for Action
previous shared
1. describe2. analyse
input, reading etc
The Value of Talking about Teaching
“Thought is not just expressed in words; it comes
into being because of words”
Vygotsky (originally in 1934)
Social Options taking a course (with or
without a qualification) joining a self-help group (in-
house or beyond) teaming up with a critical
friend joining an association getting involved in task groups
Constraints on Development
time budgets rigid agendas in schools and
INSETT programmes life cycle issues & motivation Lack of trust and real
leadership
External triggers Curriculum change New textbooks New examination and assessment
requirements Methodological change Inspection of a school/teachers
“Change is mandatory; growth is optional”
(Fullan 1993)
Facilitating CPD and linking it to institutional
developmentA school as a learning organisation and a community of practice. Key planks:
leadership appraisal and performance review policy and mission statement budgets incentives
...... and a final thought:A society gets the teachers it deserves
and any school or other educational institution is only as good as its
teachers. CPD is about making the best of it at all levels.
But it all starts with you! Look after yourselves!
Thankyou for [email protected]
ReferencesBolitho, R. (1996) Some Key Issues in INSETT in
Rádai, P. (ed) INSETT Provision for Modern Language Teachers, Workshop 7/96 Graz: European Centre for Modern Languages
Bolitho, R. & A.Padwad (eds) (2012) Continuing Professional Development: Lessons from India New Delhi: British Council
Everard, B. & G. Morris (2004) Effective School Management (2nd edition) London: Paul Chapman
Fullan, M. (1991) The New Meaning of Educational Change (2nd edition) London: Cassell
Fullan, M. (1993) Change Forces Brighton: Falmer Press
Vygotsky, L. (1986) Thought and Language (revised edition) Mass.: MIT Press
