Great expectations: Teacher learning in a national professional development programme

被引：46

作者：

Armour, Kathleen M. ^{[1
]}

Makopoulou, Kyriaki ^{[1
]}

机构：

[1] Univ Birmingham, Sch Educ, Dept Sport Pedag, Birmingham B15 2TT, W Midlands, England

来源：

TEACHING AND TEACHER EDUCATION | 2012年 / 28卷 / 03期

关键词：

Teacher learning; Professional development; Learning theory; Physical education and school sport; PHYSICAL-EDUCATION TEACHERS; KNOWLEDGE;

D O I：

10.1016/j.tate.2011.10.006

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This paper reports findings from an evaluation of a national continuing professional development (CPD) programme for teachers in England. Data showed that the localised implementation, opportunities for interactive learning, and 'collective participation' were positive factors. Research participants reported difficulties, however, in 'cascading' knowledge to colleagues and in sustaining and developing their learning. It is argued that these limitations were rooted in an inconsistent theory of learning that underpinned the programme and a failure to conceptualise teachers as 'lead learners' in schools. Wider implications for the design of teachers' professional development are considered. Crown Copyright (C) 2011 Published by Elsevier Ltd. All rights reserved.

引用

页码：336 / 346

页数：11

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