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 |
TransferabilityTeachers 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. |
