2.50
Hdl Handle:
http://hdl.handle.net/2436/47556
Title:
CPD for Teachers in Post-compulsory Education.
Authors:
Hafiz, Rania; Jones, liff; Kendall, Alex; Lea, John; Rogers, James
Abstract:
The last few years have seen an unprecedented level of activity in regards the education, training and development of teachers in the post-compulsory sector. These stem, to an extent, from the Government's reform programme outlined in the 2004 "Equipping our Teachers for the Future" white paper. But it also comes from the professionalism that exists within the teaching force, its professional associations and in the organisations and institutions that oversee and deliver training programmes for prospective and serving teachers. The purpose of this position paper is fourfold: Firstly, it seeks to provide a summary and critical analysis of the complex and inter-related changes that have taken place in recent years. Secondly, it identifies some examples of good practice in regards CPD and how the "impact" of such practice might be assessed. Thirdly, it proposes the adoption of an entitlement statement that sets out the support teachers in the sector should expect to receive in respect of their continuing professional development. And, finally, it lists some firm recommendations that we would like government agencies, professional associations, universities and others to take on board.
Citation:
UCET Occasional paper no.18.
Publisher:
London: UCET (Universities Council for the Education of Teachers)
Issue Date:
2008
URI:
http://hdl.handle.net/2436/47556
Additional Links:
http://www.ucet.ac.uk/1110
Type:
Working Paper
Language:
en
ISBN:
9780903509855
Appears in Collections:
Professional and Adult Learning

Full metadata record

DC FieldValue Language
dc.contributor.authorHafiz, Rania-
dc.contributor.authorJones, liff-
dc.contributor.authorKendall, Alex-
dc.contributor.authorLea, John-
dc.contributor.authorRogers, James-
dc.date.accessioned2009-01-15T15:50:02Z-
dc.date.available2009-01-15T15:50:02Z-
dc.date.issued2008-
dc.identifier.citationUCET Occasional paper no.18.en
dc.identifier.isbn9780903509855-
dc.identifier.urihttp://hdl.handle.net/2436/47556-
dc.description.abstractThe last few years have seen an unprecedented level of activity in regards the education, training and development of teachers in the post-compulsory sector. These stem, to an extent, from the Government's reform programme outlined in the 2004 "Equipping our Teachers for the Future" white paper. But it also comes from the professionalism that exists within the teaching force, its professional associations and in the organisations and institutions that oversee and deliver training programmes for prospective and serving teachers. The purpose of this position paper is fourfold: Firstly, it seeks to provide a summary and critical analysis of the complex and inter-related changes that have taken place in recent years. Secondly, it identifies some examples of good practice in regards CPD and how the "impact" of such practice might be assessed. Thirdly, it proposes the adoption of an entitlement statement that sets out the support teachers in the sector should expect to receive in respect of their continuing professional development. And, finally, it lists some firm recommendations that we would like government agencies, professional associations, universities and others to take on board.en
dc.language.isoenen
dc.publisherLondon: UCET (Universities Council for the Education of Teachers)en
dc.relation.urlhttp://www.ucet.ac.uk/1110en
dc.subjectTeacher educationen
dc.subjectCPDen
dc.subjectContinuing Professional Developmenten
dc.subjectFurther educationen
dc.subjectHigher educationen
dc.titleCPD for Teachers in Post-compulsory Education.en
dc.typeWorking Paperen
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