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Accredited Continuing Professional Development: the motivational and inhibiting factors affecting the completion of courses by teachers

Arthur, Linet and Marland, Harriet and Pill, Amanda and Rea, Tony, ESCalate (Education Subject Centre of the Higher Education Academy), corp creator. (2004) Accredited Continuing Professional Development: the motivational and inhibiting factors affecting the completion of courses by teachers.

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Abstract

This is an ESCalate development project led by Oxford Brookes University that looked at continuing professional development (CPD) in teaching via a survey of teacher participants who had studied award-bearing courses. Higher education and LEA providers of accredited CPD are concerned about the issue of non-completion of their courses by teachers. Ofsted inspections, the pressure of work or the nature of a busy professional lifestyle may be cited as reasons for non-submission of assignments. Whilst mindful of these facets of professional life, we believe there may be more subtle issues linked to the structure, organisation delivery and assessment of CPD courses that also make a big difference. The philosophy and general ethos of schools may also affect completion rates. This project aims to address the issue of non-completion by teacher participants in accredited CPD with a view to making recommendations for improvement. The outcomes of the research will be disseminated on the web, in print and by seminar to help inform policy makers and deliverers. The findings will point the way towards possible refinements to current philosophy and practices in the structural organisation of CPD and pedagogical styles that support completion of accredited courses. A final project report of some 26 pages is available as a Word document

Item Type: Document from Web
Publisher: ESCalate
Uncontrolled Keywords: Continuing professional development
Depositing User: escalate
Date Deposited: 02 Dec 2011 10:16
Last Modified: 12 Jul 2012 09:14
URI: http://dera.ioe.ac.uk/id/eprint/13038
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