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Student Voice and Teacher Professional Development pp 45–71Cite as

Teacher Professional Development (TPD) in Schools

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Abstract

This chapter aims to explore the literature on the delivery and characteristics of teacher professional development (TPD) in schools before moving on to look at TPD in the context of Information and Communication Technology (ICT). Understanding the nature and form that TPD takes and, specifically, those factors and approaches which enable its effectiveness in addressing teachers’ professional development needs is essential as much that applies to TPD in general also applies to TPD in the use of technology. Leading on from the previous chapter, what is consequential here is the exploration of how student voice initiatives can operate as a catalyst for programmes of TPD. Evidence of such a unique and powerful approach to teachers’ professional learning where students teach teachers is something which is rarely considered in the literature on TPD and subsequently there is an absence of evidence which reports on the benefits for pupils of taking on responsibility for initiatives of this nature. Within this framework, there will be a need to explore the existing body of research on pupils teaching their teachers as well as looking at the perceived generational differences between pupils and teachers and their experiences of using ICT.

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Notes

  1. 1.

    Within European countries the structure, statutory requirements and delivery of TPD, however, varies widely. For example, organised and recognised programmes of support for Newly Qualified Teachers (NQTs) can only be seen in a small number of European countries where such provision is mandatory, such as the UK, Lithuania and Luxembourg (Caena 2011).

  2. 2.

    It is worth noting here that TPD opportunities and provision vary significantly in other countries. For example, teachers in England receive a wider range of TPD provision compared to their European counterparts in Norway and Germany (Czerniawski 2013) whereas the overall quality of TPD in the USA is patchy and falls behind OECD expectations (Wei et al. 2010). Conversely, investment in effective TPD in England is seen to lag behind many other education systems such as those in the Far East (DfE 2016b).

  3. 3.

    It needs to be mentioned that there is literature which reports on intergenerational programmes where teenagers teach senior citizens computer skills, principally Kolodinsky et al. (2002) and Lundt and Vanderpan (2000). Case studies reported during the Vital programme refer to pupils training their teachers but these present ‘sketches’ of practice rather than research studies (EdFutures 2018).

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    David Morris

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Morris, D. (2019). Teacher Professional Development (TPD) in Schools. In: Student Voice and Teacher Professional Development. Palgrave Pivot, Cham. https://doi.org/10.1007/978-3-030-23467-6_3

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  • DOI: https://doi.org/10.1007/978-3-030-23467-6_3

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