National models for continuing professional development: the challenges of twenty-first-century knowledge management

2.50
Hdl Handle:
http://hdl.handle.net/10547/594596
Title:
National models for continuing professional development: the challenges of twenty-first-century knowledge management
Authors:
Leask, Marilyn; Younie, Sarah
Abstract:
If teacher quality is the most critical factor in improving educational outcomes, then why is so little attention drawn to the knowledge and evidence base available to support teachers in improving the quality of their professional knowledge? This paper draws together findings from a range of sources to propose national models for continuing professional development (CPD). It examines the unacknowledged problem of providing a sustained approach to improving the quality of and access to the evidence base underpinning teachers’ CPD. In the twenty-first century, through the use of digital technologies, the research and evidence base underpinning educational practice surely could be made accessible. The quality of the knowledge base and teacher access to this is rarely if ever acknowledged in the discourses about school and system improvement. The lack of access to the latest research is further compounded by the fact that research published in journals is not generally designed around questions teachers want answered. In short, the knowledge that is produced and the management of it within the education sector lack systemic organisation and dissemination. This paper outlines opportunities for low-cost inter-linked national and international e-infrastructures to be developed to support knowledge sharing and building.
Citation:
Leask, M., Younie, S. (2013) 'National models for continuing professional development: the challenges of twenty-first-century knowledge management'. Professional Development in Education 39 (2):273
Publisher:
Taylor & Francis
Journal:
Professional Development in Education
Issue Date:
Apr-2013
URI:
http://hdl.handle.net/10547/594596
DOI:
10.1080/19415257.2012.749801
Additional Links:
http://www.tandfonline.com/doi/abs/10.1080/19415257.2012.749801
Type:
Article
Language:
en
ISSN:
1941-5257; 1941-5265
Appears in Collections:
Primary Practitioner Research Group

Full metadata record

DC FieldValue Language
dc.contributor.authorLeask, Marilynen
dc.contributor.authorYounie, Sarahen
dc.date.accessioned2016-01-22T12:50:50Zen
dc.date.available2016-01-22T12:50:50Zen
dc.date.issued2013-04en
dc.identifier.citationLeask, M., Younie, S. (2013) 'National models for continuing professional development: the challenges of twenty-first-century knowledge management'. Professional Development in Education 39 (2):273en
dc.identifier.issn1941-5257en
dc.identifier.issn1941-5265en
dc.identifier.doi10.1080/19415257.2012.749801en
dc.identifier.urihttp://hdl.handle.net/10547/594596en
dc.description.abstractIf teacher quality is the most critical factor in improving educational outcomes, then why is so little attention drawn to the knowledge and evidence base available to support teachers in improving the quality of their professional knowledge? This paper draws together findings from a range of sources to propose national models for continuing professional development (CPD). It examines the unacknowledged problem of providing a sustained approach to improving the quality of and access to the evidence base underpinning teachers’ CPD. In the twenty-first century, through the use of digital technologies, the research and evidence base underpinning educational practice surely could be made accessible. The quality of the knowledge base and teacher access to this is rarely if ever acknowledged in the discourses about school and system improvement. The lack of access to the latest research is further compounded by the fact that research published in journals is not generally designed around questions teachers want answered. In short, the knowledge that is produced and the management of it within the education sector lack systemic organisation and dissemination. This paper outlines opportunities for low-cost inter-linked national and international e-infrastructures to be developed to support knowledge sharing and building.en
dc.language.isoenen
dc.publisherTaylor & Francisen
dc.relation.urlhttp://www.tandfonline.com/doi/abs/10.1080/19415257.2012.749801en
dc.rightsArchived with thanks to Professional Development in Educationen
dc.subjectcontinuing professional development modelsen
dc.subjectknowledge managementen
dc.subjecttechnologyen
dc.subjectnetworksen
dc.subjectprofessional developmenten
dc.subjectcommunities of practiceen
dc.subjectcontinuing professional developmenten
dc.titleNational models for continuing professional development: the challenges of twenty-first-century knowledge managementen
dc.typeArticleen
dc.identifier.journalProfessional Development in Educationen
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