Contesting continuing professional development: reflections from England

Hardy, Ian and Melville, Wayne (2013) Contesting continuing professional development: reflections from England. Teachers and Teaching: Theory and Practice, 19 3: 311-325. doi:10.1080/13540602.2012.754162

Attached Files (Some files may be inaccessible until you login with your UQ eSpace credentials)
Name Description MIMEType Size Downloads
UQ283858OA.pdf Full text (open access) application/pdf 116.87KB 109

Author Hardy, Ian
Melville, Wayne
Title Contesting continuing professional development: reflections from England
Journal name Teachers and Teaching: Theory and Practice   Check publisher's open access policy
ISSN 1354-0602
Publication date 2013-01
Year available 2013
Sub-type Article (original research)
DOI 10.1080/13540602.2012.754162
Open Access Status File (Author Post-print)
Volume 19
Issue 3
Start page 311
End page 325
Total pages 15
Place of publication Oxon, United Kingdom
Publisher Routledge
Collection year 2014
Language eng
Abstract This paper argues the competing ways in which continuing professional development (CPD) is currently practised in schooling settings in England is a product of the complex social conditions within which teachers work and learn, and teachers’ efforts to make sense of these conditions. Specifically, the paper draws upon research into the teacher learning practices, and conditions of practice, of a group of 18 teachers from one inner-city comprehensive secondary school in the British Midlands. To make sense of competing approaches to CPD within the school, the paper analyses these teachers’ experiences in light of Pierre Bourdieu’s concept of social practices as contested. The research reveals competing approaches to teacher CPD in relation to the management of teachers’ CPD, the focus upon improving test scores and the modes of learning in which teachers participate. The paper shows how conflicting pressures and demands in the context within which teachers work, and teachers’ responses to these demands, contribute to contested practices in and across these domains, both arising from and resulting in what is described as a ‘hybridised’ habitus. The research gestures towards the need to cultivate conditions conducive to more educationally oriented, critical, situated and collaborative CPD.
Keyword Continuing professional development
Teacher learning
Social theory
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2014 Collection
School of Education Publications
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 0 times in Thomson Reuters Web of Science Article
Scopus Citation Count Cited 0 times in Scopus Article
Google Scholar Search Google Scholar
Created: Thu, 25 Oct 2012, 08:59:41 EST by Claire Backhouse on behalf of School of Education