Istruzione e Formazione
Promethean Challenges Current Approaches to Teacher Professional Development at EWF 2014
Global education company Promethean releases two new reports on Teacher Professional Development at the Education World Forum 2014, in London (19-22 January). The papers challenge current models of teacher CPD (Continuing Professional Development) and ICT Professional Development (ICT-PD), heralding a shift in the way teachers and leaders view and engage in Professional Development.
'Planning a Teacher Professional Development Journey' (Promethean's Thinking Deeper White Paper No.8) puts forward the notion that Professional Development should be seen as a long-term and ongoing learning journey which marries pedagogical competence, content expertise and technological skill. The second paper, authored by Eliane Metni (Institute of Education, University of London ), focuses on ICT-PD, appealing again for an investment in long-term teacher development and putting forward suggestions for a new paradigm of ICT-PD, which nurtures teachers' adaptive expertise.
Authored by Don Passey (Department of Educational Research, Lancaster University), 'Planning a Teacher Professional Development Journey' is underpinned by the perception that teaching quality is "…the most important school-related factor influencing student achievement" (Rice, 2003). Passey states that existing CPD narrowly focuses on content, subject and short-term gains, suggesting that there is a need for a more sustainable and long-term approach to improving teaching practice and quality. The paper states that no framework for long-term professional development currently exists and puts forward suggestions as to what a common framework for schools may look like.
Elaine Metni's research paper also examines the importance of long-term investment in teacher development, placing ICT-PD as a key source of professional growth. Metni states that, "in order to bridge the achievement gap, the quality of teachers and professional development is key." Her report proposes a recommendation for a new ICT-PD paradigm.
The paper calls for a shift towards a new paradigm that provides learner-centred approaches to Professional Development, with teachers as learners. Relationship-building is vital in facilitating this and Metni sees teachers moving away from acting as routine practitioners to becoming adaptive experts who can better prepare students to face tomorrow.
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