Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/21399
Title: Raising the Bar for Teacher Professional Learning and Development? Or Just Cruel Optimism?
Contributor(s): Smardon, Dianne (author); Charteris, Jennifer  (author)orcid 
Publication Date: 2017
DOI: 10.1007/s40841-017-0075-2
Handle Link: https://hdl.handle.net/1959.11/21399
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.
Publication Type: Journal Article
Source of Publication: New Zealand Journal of Educational Studies, 52(1), p. 177-183
Publisher: Springer
Place of Publication: Germany
ISSN: 0028-8276
2199-4714
Field of Research (FOR): 130313 Teacher Education and Professional Development of Educators
130304 Educational Administration, Management and Leadership
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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Appears in Collections:Journal Article

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