Teaching Learning Developing Approaches to CPD
Developing effective approaches to CPD
There has been much research, particularly in the past two decades, on the effectiveness of staff development. In particular, Joyce and Showers have shown that in order to really embed change in pedagogy, a number of elements are required. These are indicated in the table on the next page, where elements of training are related to impact in terms of long-term change.
|Training method||General awareness
of a new approach
|Understanding of how
to implement the
approaches in a new context
|Able to apply |
the new approach
in a range of contexts
|Presentation of the approach through workshop or reading||evidence|
|Modelling of the new approach by demonstration or video||evidence||evidence|
|Practice in non- threatening settings, e.g. simulated||evidence||evidence||evidence|
|Constructive feedback on performance||evidence||evidence||evidence||evidence|
|In-class support such as coaching by peer or expert||evidence||evidence||evidence||evidence|
Adapted from Hopkins, Harris, Singleton and Watts (2000) Creating the conditions for teaching and learning. David Fulton Publishers. ISBN: 1853466891. Used with permission.
- This resource is part of the DfES resource "Pedagogy and practice: Teaching and learning in secondary schools" (ref: 0423-2004G) which can be downloaded from the National Archives http://webarchive.nationalarchives.gov.uk/20110809101133/nsonline.org.uk/node/97131 The whole resource (512 pages) can be downloaded as a pdf File:Pedagogy and Practice DfES.pdf
- The resource booklets, and many 'harvested' documents are available to download, generally in editable formats from the ORBIT resources, see Category:DfE.
- The videos from the accompanying DVDs are available: Video/Pedpack1 and Video/Pedpack2