Teachers' continuing professional development: framing a model of outcomes
Open Access
- 1 March 1997
- journal article
- research article
- Published by Taylor & Francis Ltd in Journal of In-service Education
- Vol. 23 (1), 71-84
- https://doi.org/10.1080/13674589700200005
Abstract
In order to contribute towards the construction of an empirically-grounded theory of effective continuing professional development (CPD), this paper seeks to develop a model of the effects of teachers' CPD or in-service education and training (INSET(. It builds on an earlier typology of INSET outcomes and compares it to two previous classification frameworks. It is argued that the proposed model of outcomes could be used to delineate more clearly the specific effects which might accrue from different CPD formatsKeywords
This publication has 3 references indexed in Scilit:
- The Professional Development Business: school evaluations of LEA and higher education INSET provisionBritish Journal of In-Service Education, 1995
- The Impact of Research on Policy and Practice in Continuing Professional DevelopmentBritish Journal of In-Service Education, 1994
- Changing Practice through Consultancy‐based INSETSchool Organisation, 1989