Continuing Professional Development (CPD)
The concept of continuing professional development (CPD) has been surrounded by theoretical and empirical controversy over time. Consequently, the definition becomes more ambiguous due to the complexity in practice, but the common one is that ‘ CPD concerns practices aimed at employees’ development beyond that derived from their initial training’ (Collin et al., 2012, p.155). Since it may not be the case that coaches can have the same access to formal qualifications as physical education teachers, Nelson (2006) replaces the term ‘initial training’ with ‘initial certification’. What is more, both formal and structured or informal and self-directed practices are involved in this learning process (Collin …show more content…
Correspondingly, a government document on CPD for British teachers was issued in 2002 (DfEE, 2000). However, just as Guskey (1998) contends, ‘more’ CPD does not mean ‘better’ CPD. Above all, the traditional CPD model focuses on courses about specific topics in a serious of days with no feedback or support afterwards (Armour and Yelling, 2002). Obviously, professional learning cannot be simply considered as a linear process. It has to be recognized that teachers have different learning needs and substantial investment of time is necessary (Cushion et al., 2010). Moreover, traditional systems fail to explain the sheer range of CPD activities with complex aims, from general pedagogy to teaching practices (Garet et al., 2001). Under these circumstances, a discussion of effective CPD may shed light on this …show more content…
Specifically, CPD must be consistent with the company 's strategy and further could be continuously monitored and controlled by regular evaluation system. Furthermore, Guskey (1999) suggests five levels of CPD evaluation, including participants ' reactions, participants ' learning, organization support and change, participants ' use of new knowledge and skills, followed by student learning outcomes. On the other hand, it is questioned by Byles (2002) that there would be little evidence that evaluation does make contributions to undertaking effective CPD
The concept of continuing professional development (CPD) has been surrounded by theoretical and empirical controversy over time. Consequently, the definition becomes more ambiguous due to the complexity in practice, but the common one is that ‘ CPD concerns practices aimed at employees’ development beyond that derived from their initial training’ (Collin et al., 2012, p.155). Since it may not be the case that coaches can have the same access to formal qualifications as physical education teachers, Nelson (2006) replaces the term ‘initial training’ with ‘initial certification’. What is more, both formal and structured or informal and self-directed practices are involved in this learning process (Collin …show more content…
Correspondingly, a government document on CPD for British teachers was issued in 2002 (DfEE, 2000). However, just as Guskey (1998) contends, ‘more’ CPD does not mean ‘better’ CPD. Above all, the traditional CPD model focuses on courses about specific topics in a serious of days with no feedback or support afterwards (Armour and Yelling, 2002). Obviously, professional learning cannot be simply considered as a linear process. It has to be recognized that teachers have different learning needs and substantial investment of time is necessary (Cushion et al., 2010). Moreover, traditional systems fail to explain the sheer range of CPD activities with complex aims, from general pedagogy to teaching practices (Garet et al., 2001). Under these circumstances, a discussion of effective CPD may shed light on this …show more content…
Specifically, CPD must be consistent with the company 's strategy and further could be continuously monitored and controlled by regular evaluation system. Furthermore, Guskey (1999) suggests five levels of CPD evaluation, including participants ' reactions, participants ' learning, organization support and change, participants ' use of new knowledge and skills, followed by student learning outcomes. On the other hand, it is questioned by Byles (2002) that there would be little evidence that evaluation does make contributions to undertaking effective CPD