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Dr Victoria Cook, Dr Louis Major, Dr Sara Hennessy with Farah Ahmed, Elisa Calcagni and other colleagues from the Cambridge Educational Dialogue Research Group (CEDiR) | View as single page | Fe

Teachers who have been trained to teach via a transmission mode may find CPD which requires them to implement a cycle of active reflection: think, plan, do and test then repeat the cycle may be uneasy with the requirement to be actively engaged in developing new pedagogical approaches. However, their students will have to adapt to a rapidly changing world throughout their lives and teachers have a role in preparing them for this.

Examples of methods for CPD which have long lasting impact are welcome but must be backed up with sound research into their effectiveness

The model outlined here was evaluated with participants with positive results and it was developed based on research into effective CPD.

Askew, S. and E. Carnell (1998) Transforming Learning: Individual and Global Change, Institute of Education, University of London series.

Biesta, G.J.J. (2015). What is education for? On good education, teacher judgement, and educational professionalism. European Journal of Education, Vol 50 Issue1 p75-87

Chandler. D. (1994) The Transmission Model of Communication http://www.aber.ac.uk/media/Documents/short/trans.html (last accessed 8th July 2016)