The Role of Continuous Professional Development of Teachers in Educational Change: A Literature Review

Year 2016, , 36 - 43, 29.12.2016

Serkan Uçan

https://doi.org/10.22596/2016.0101.36.43

Cited By: 5

Abstract

The notion that teachers play key role in the implementation of any educational reform is not a controversial issue anymore. Teachers always undertake an important mission for bringing about change to education systems, since they are the ones who will decide whether or not accept the change. According to many scholars hence, teachers and their continuous professional development (CPD) are crucial in determining the success of any educational reform directly and the future of society indirectly. In the light of the scholarly literature, the purpose of this paper is to show the importance of teachers’ CPD in the implementation of educational reforms and scrutinise one of the most cited factors, school culture, in influencing CPD of teachers.

Keywords

Educational change, continuous professional developments of teachers, school culture

References

• Adey, P. (2004). The professional development of teachers: practice and theory. London: Kluwer.
• Bell, B., & Gilbert, J. (2005). Teacher development: a model from science education. Taylor & Francis e-Library.
• Bolam, R., & McMahon, A. (2004). Literature, definitions and models: towards a conceptual map. In C. Day, and J. Sachs, (Eds.), International Handbook on the Continuing Professional Development of Teachers, (pp. 33-64). Berkshire: Open University Press.
• Day, C., & Sachs, J. (2004). Professionalism, performativity and empowerment: discourses in the politics, policies and purposes of continuing professional development. In C. Day and J. Sachs, (Eds.), International Handbook on the Continuing Professional Development of Teachers, (pp. 3–33). Berkshire: Open University Press.
• Dillon, J. (2000). Managing Science Teachers’ Development. In Millar, J. (Eds.). Improving science education: The contribution of research. (pp. 94–109). McGraw-Hill Education (UK).
• Fullan, M., & Hargreaves, A. (2013). Teachers Development and educational change. New York:  Routledge.
• Fullan, M. (2016). The new meaning of educational change (5th ed.). New York and London: Teachers College Press.
• Goodson, I., & Hargreaves, A. (2002). Series editors’ preface. In G.B. Hoban, (Eds.), Teacher Learning for Educational Change, (pp. viii-xi). Buckingham: Open University Press.
• Hennessy, S., Ruthven, K. & Brindley, S. (2005). Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution, and change. Journal of Curriculum Studies, 37(2), 155–192.
• Kelchtermans, G. (2004). CPD for professional renewal: moving beyond knowledge for practice. In C. Day, and J. Sachs, (Eds.), International Handbook on the Continuing Professional Development of Teachers, (pp. 217–237). Berkshire: Open University Press.
• Maslowski, R. (2001). School culture and school performance: An explorative study into the organizational culture of secondary schools and their effects, Twente: University of Twente Press.
• Pelgrum, W. J. (2001). Obstacles to the integration of ICT in education: results from a worldwide educational assessment. Computers & Education, 37, 163-178.
• Sikes, P.J. (2013). Imposed change and the experienced teacher. In M. Fullan, & A. Hargreaves, (Eds.), Teachers Development and educational change, (pp. 36-55). New York:  Routledge.
• Smylie, M. (1995). Teacher learning in the workplace: implications for school reform. In T. R. Guskey & M. Huberman, (Eds.), Professional Development in Education: New paradigms and practices, (pp. 91-113). New York: Teachers College Press.
• Sparks, D., & Loucks-Horsley, S. (1990). Models of staff development. In W.R. Houston, (Eds.), Handbook of research on Teacher Education. London: Macmillan.
• Swafford, J. (2000). Teachers supporting teachers through peer coaching. In B. Moon, J. Butcher, & E. Bird, (Eds.), Leading Professional Development in Education, (pp.107-115). London: RoutledgeFalmer.
• Teach First (2010). Ethos and Culture in Schools in Challenging Circumstances: A Policy First Publication London: Teach First.
• Wan, W. Y. S. (2011). Teachers' perceptions and experiences of continuing professional development (CPD): opportunities and needs in Hong Kong primary schools (Doctoral dissertation, University of Nottingham).
• Brookfield, S. (1995). Becoming a Critically Reflective Teacher. San Francisco, CA: Jossey-Bass.