Developing teacher professional development programmes through practice-based research principle
Dr Christina Preston, retired Professor of Education Innovation and Stephen Hall | View as single page | Feedback/Impact.
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Using the principles of practice-based research to develop professional development programmes Context and further links Definitions How the research plays out in practice Case studies |
ContextThis Guide focuses on how the use and application of research into teaching and learning practices has enriched teaching and learning opportunities. What follows is a review of the pedagogical models that have underpinned Continuing Professional Development (CPD) programme design since the late 1980s, with a strong focus on using education technology to support CPD. The discussion is framed using three key pedagogical approaches that underpin CPD designs based on Pachler’s (2005) learning principles (simplified for student teachers):
What follows is a description of information transmission which was the prevailing mode of teaching in schools and universities for centuries. |
