Negotiating policy space for teachers' continuing professional development: A view from the higher education institution

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Abstract

This chapter takes as its theme the evolution of teachers’ continuing professional development (CPD) as a policy concern in England from the early 1970s to 2006. It goes on to discuss the implications of different policy conceptions of CPD for the role of higher education institutions as providers of CPD on the one hand and as creators – in partnership with teachers – of knowledge about teaching and learning on the other. The status, or indeed, possible value, of higher education institutions in relation to CPD is explored from the current trend for professional development capacity-building in schools, and the fact that there are numerous CPD ‘providers’ – the higher education institution is but one of many options from which schools (and/or individual teachers) select professional development programmes that are in line with their respective ethos, vision and professional development needs.
Original languageEnglish
Title of host publicationEducational Research and Policy-Making
Subtitle of host publicationExploring the Border Country Between Research and Policy
EditorsLesley Saunders
Place of PublicationLondon
PublisherRoutledge Taylor & Francis Group
Chapter5
Pages74-91
Number of pages18
Edition1
ISBN (Electronic)9780203939796
ISBN (Print)9780415411752, 0415411750
DOIs
Publication statusPublished - 2007
Externally publishedYes

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Bryan, H. (2007). Negotiating policy space for teachers' continuing professional development: A view from the higher education institution. In L. Saunders (Ed.), Educational Research and Policy-Making: Exploring the Border Country Between Research and Policy (1 ed., pp. 74-91). London: Routledge Taylor & Francis Group. https://doi.org/10.4324/9780203939796