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A systemic approach to professional development: learning as practice

Knight, Peter (2002). A systemic approach to professional development: learning as practice. Teaching and Teacher Education, 18(3) pp. 229–241.

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This paper disturbs assumptions that policy for secondary school teachers’ continuing professional development should be dominated by courses, workshops and suchlike events. Research into learning, communities of practice and complexity establishes a contrary view, namely that subject departments are prime sites of non-predictable professional learning. Practical implications are sketched, leading to a recommendation that continuing professional development policies and practices should be systemically reconsidered.

Item Type: Journal Item
ISSN: 0742-051X
Keywords: Schools; Professional development; Professional learning; Communities of practice
Academic Unit/School: Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET)
Learning and Teaching Innovation (LTI)
Research Group: Centre for Research in Education and Educational Technology (CREET)
Item ID: 695
Depositing User: Users 12 not found.
Date Deposited: 16 May 2006
Last Modified: 02 May 2018 12:29
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