Global education company Promethean releases two new reports on Teacher Professional Development at the Education World Forum 2014, being held in London this week.
The papers challenge current models of teacher CPD (Continuing Professional Development) and ICT Professional Development (ICT-PD), heralding a shift in the way teachers and leaders view and engage in professional development.
Planning A Teacher Professional Development Journey (Promethean’s Thinking Deeper White Paper No.8) puts forward the notion that professional development should be seen as a long-term and ongoing learning journey which marries pedagogical competence, content expertise and technological skill.
The second paper, by Eliane Metni from the Institute of Education, University of London, focuses on ICT-PD, appealing again for an investment in long-term teacher development and putting forward suggestions for a new paradigm of ICT-PD, which nurtures teachers’ adaptive expertise.
Metni's report calls for a shift towards a new paradigm that provides learner-centred approaches to Professional Development, with teachers as learners. Relationship-building is vital in facilitating this and Metni sees teachers moving away from acting as routine practitioners to becoming adaptive experts who can better prepare students to face tomorrow.
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