Conference:
ECER 1998
Format:
Paper
Session Information
Session 12.02, The Use of Reflective Practice in Continuing Professional Development
Papers
Time:
1998-09-18
16:30-18:00
Room:
205
Chair:
Robin Smith
Contribution
The intention of this contribution is to present some points on which to focus the conceptual analysis of CPD. At this moment it is very important to clarify the meaning of the words, and other words relating to this complex concept. First of all it is necessary to analyse the words: what is its development?, what is its professional meaning?, what does it mean to talk about continuing development? To answer these questions we should analyze other concepts as well: learning, cognitive stages, vital cycles, proletarianism, professionalism, teachers. Once we have clarified the meanings and different approaches to this expression, we should do something more. We have to raise the following questions (and find answers) : are there different types or kinds of professional development processes?, are there phases in the processes?, are they similar to all professionals?, which are the differences and why, are there levels of development?, and dimensions?, is it possible to evaluate CPD processes?, how?, are there models of CPD?, is it the same that INSET?, how can we promote CPD processes?, ...We need to answer all these questions to do better research about CPD and to be better teachers' educators. Some answers to these questions will be presented in the sessions.
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