D7 - Caroline Daly, Norbert Pachler and Caroline Pelletier (University of London IOE): ICT CPD for primary and secondary school teachers in England
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D7 - Caroline Daly, Norbert Pachler and Caroline Pelletier (University of London IOE): ICT CPD for primary and secondary school teachers in England
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D7 - Caroline Daly, Norbert Pachler and Caroline Pelletier (University of London IOE): ICT CPD for primary and secondary school teachers in England
- 1. ICT CPD for primary and secondary school teachers A study for Becta UCET November 2009 Caroline Daly Norbert Pachler Caroline Pelletier
- 4. Teachers at the centre They are the main agents of change. They need to ‘make sense’ of their learning experiences to be able to take action CPD is about changes in them as persons as well as teachers – the two are joint aspects of professional identity How teachers “manage and ride the waves of change” (Day, 2000) are at the centre of any future education that meets the needs of young people We need to properly understand how teachers learn in order to design effective CPD
- 12. Collaboration High Low Players involved School- based External Vision-sharing Vision-delivery in-house whole school INSET sessions in-house expert modelling ‘ one size fits all’ provision one-off sessions skills training incorporating ICT into a fixed curriculum reproducing ‘best practice’ activities shaped by school development plan fixed staff roles for ICT CPD addressing deficits in generic skills audits shared school development planning peer demonstration peer observation mentoring by break-time, lunch-time and after-school talk voluntary CPD leadership ‘non-experts’ using pupil expertise working flexibly with the curriculum shared critical reflection digital creativity ‘ playing with kit’ group work - ‘mixed ability’ shared lesson planning informal talk course-based learning pre-determined skills expert modelling reproducing ‘best practice’ demonstration by experts responding to skills audits ‘ one size fits all’ provision accreditation mastery of new technologies extensive planning comparing practice across schools online collaboration using Web 2.0 to collaborate and share resources teacher enquiry visits to other schools experts collaborating in class shared critical reflection peer discussion digital creativity ‘ playing with kit’ group work - ‘mixed ability’ shared lesson planning informal talk accreditation
Editor's Notes
- 2 stages of research. Literature review & empirical work with interviews No surprises in many ways – could predict aspects of the findings Sheer persistence of factors
- Lit review ahows…. Scrimshaw, 2004 – we can’t treat teachers and schools as separate entities in addressing problem of lack of innovation . It doesn’t help to only look at examples of excellence (Scrimshaw) – like any CPD, it’s NOT about emulating excellence. It’s got to be personally transformational, may be incremental, may be parts of the learning process which can be most profitably addressed.
- The implementation dip is a feature of revising a way of working with the existing curriculum. Important – Scrimshaw – it’s not just about radical practices, but about working with curriculum we have got in innovative ways.
- Transferability and transposobility are problems – learning about practice is highky situated and contextualised. It ceoms from a teacher’s deep knwoledge about their learners and their schools and their individual needs. Models of excellence can also be daunting…..