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

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    Authors
    Leask, Marilyn
    Younie, Sarah
    Issue Date
    2013-04
    Subjects
    continuing professional development models
    knowledge management
    technology
    networks
    professional development
    communities of practice
    continuing professional development
    
    Metadata
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    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
    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
    ae974a485f413a2113503eed53cd6c53
    10.1080/19415257.2012.749801
    Scopus Count
    Collections
    Primary Practitioner Research Group

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