Raising the Bar for Teacher Professional Learning and Development? Or Just Cruel Optimism?

Title
Raising the Bar for Teacher Professional Learning and Development? Or Just Cruel Optimism?
Publication Date
2017
Author(s)
Smardon, Dianne
Charteris, Jennifer
( author )
OrcID: https://orcid.org/0000-0002-1554-6730
Email: jcharte5@une.edu.au
UNE Id une-id:jcharte5
Type of document
Journal Article
Language
en
Entity Type
Publication
Publisher
Springer
Place of publication
Germany
DOI
10.1007/s40841-017-0075-2
UNE publication id
une:21592
Abstract
The political schooling emphasis on fixed fiscal input and improved student outcomes constitutes a significant challenge for practitioners who are held accountable for the quality of education provision. Professional learning and development (PLD) is a key policy lever for shifting practice in schools and driving philosophical change. In recent years, there have been moves to increase control of both PLD funding directions (the what) and the nature of the service provision (the who), with providers requiring accreditation. This article provides brief commentary on the history of PLD provision and a consideration of whether moves to regulate providers could be another form of 'cruel optimism', a good idea at the time yet in actuality, an obstacle to flourishing.
Link
Citation
New Zealand Journal of Educational Studies, 52(1), p. 177-183
ISSN
2199-4714
0028-8276
Start page
177
End page
183

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