Session Information
01 SES 11 A, Teacher Professional Learning and Development in Europe (Part 2)
Symposium continued from 01 SES 09 A, to be continued in 01 SES 12 A
Contribution
This paper explores the complexity of the professional development landscape in England (Woods et al., 2021). There are different types of school, routes into teaching, providers of professional development and interpretations of professional development and learning with a confusing variety of terms in use. The subtle differences between how people use these terms are significant because they influence teachers’ attitude, agency and understanding purpose. Some see professional development and learning as activities that teachers do or which are ‘delivered’ to them in a transmissive model; others see it as learning on the part of teachers with varying degrees of agency and others focus on the impact on pupils (Sims et al, 2021). At a time of challenges in recruitment and retention, the English government policy purports to create a ‘golden thread’ of development from initial training and education through to middle leadership, headship and executive leadership (DfE, 2022, p5) with nationally designed programmes set out as a framework of content organised into ‘learn that’ and ‘learn how to’ statements. The Early Career Framework for new teachers aims to enhance retention but its approach is controversial (Ovenden-Hope, 2022). Alongside these are more grassroots opportunities and initiatives such as professional learning networks and communities leading their own research and activities for sustained improvement. Research into the impact on professional learning and wellbeing will be explored.
References
Department for Education (2022). Delivering world-class teacher development – policy paper. London: DfE. Ovenden-Hope, T. (Ed.) (2022). The Early Career Framework: origins, outcomes and opportunities. John Catt. Sims, S., Fletcher-Wood, H., O’Mara-Eves, A., Cottingham, S., Stansfield, C., Van Herwegen, J., & Anders, J. (2021). What are the Characteristics of Teacher Professional Development that Increase Pupil Achievement? A systematic review and meta-analysis. Education Endowment Fund. Woods, P.A., Torrance, D., Donnelly, C., Hamilton, T., Jones, K., & Potter, I. (2021).Diverging systems of educational leadership in the four nations of the United Kingdom? School Leadership and Management, 41(1-2),1-5.
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