Great expectations: Teacher learning in a national professional development programme

Kathleen Armour, K. Makopoulou

Research output: Contribution to journalArticlepeer-review

42 Citations (Scopus)
451 Downloads (Pure)

Abstract

This paper reports findings from an evaluation of a national continuing professional development (CPD) programme for teachers in England. Data showed that the localised implementation, opportunities for interactive learning, and 'collective participation' were positive factors. Research participants reported difficulties, however, in 'cascading' knowledge to colleagues and in sustaining and developing their learning. It is argued that these limitations were rooted in an inconsistent theory of learning that underpinned the programme and a failure to conceptualise teachers as 'lead learners' in schools. Wider implications for the design of teachers' professional development are considered.
Original languageEnglish
Pages (from-to)336-346
Number of pages11
JournalTeaching and Teacher Education
Volume28
Issue number3
Early online date13 Nov 2011
DOIs
Publication statusPublished - 1 Apr 2012

Keywords

  • Professional development
  • Physical education and school sport
  • Learning theory
  • Teacher learning

Fingerprint

Dive into the research topics of 'Great expectations: Teacher learning in a national professional development programme'. Together they form a unique fingerprint.

Cite this