This paper reports the evaluation of a three-phase model of developing CPD, in which the developers worked in partnership with teachers to design a package for promoting accomplished science teaching across six key domains of practice (eg assessment for learning, argumentation). The data comprise interviews with developers at the end of each phase (22 in total) and with teachers at the end of phases 2 and 3 (11 interviews). The analytical framework was based on a change transition model consisting of 4 interlocking layers: trigger, vision, conversion and maintenance. Using issues around compiling portfolios of evidence, we track the evolution of a CPD package from inception to completion, highlighting good practice as well as potential pitfalls. The iterative nature of the development of the CPD is shown to have real value. Whilst the potential for evidence-based CPD is high, without considerable justification and support there is a danger that tasks such as compilation of a portfolio might become barriers to participation rather than key parts of the process.
|Publication status||Published - 1 Sept 2006|
- change management
- professional development