Teachers continuing professional development

John Twyford has responsibility for design and technology at the University of Exeter. He has experience of both primary and secondary education and is actively involved in teachers continuing professional development. He has published in various journals and is author of Design, Capability and Awareness (Longman 1994). 

Harland, J. Kinder, K. (1997). Teachers continuing professional development framing a model of outcomes. British Journal of In-service Education, 23 (1), 71-84. 

Traditional approaches to teachers continuous professional development... 

Dr. Ian Abrahams is a senior lecturer in science education at the University of York (UK). His current research interests relate to practical work, teachers attitudes to practical work, and science teachers continuous professional development (CPD). He recently led the evaluation of the national Getting Practical - Improving Practical Work in Science -project and is currently leading an evaluation of a large-scale CPD programme for primary science coordinators. 

Due to a constantly growing body of knowledge in the profession of chemistry teaching, changing curricula and continuous changes in society professional learning of teachers is necessary. Teachers need continuous professional development (CPD). 

Dr. Mira Kipnis has twenty five years of experience in teaching chemistry in high schools in Israel. She also worked as a researcher at the chemistry education group at the Weizmann institute of Science (Israel). Her research deals with the learning processes of students in the inquiry chemistry laboratory. She also is involved in several programs of continuous professional development for chemistry teachers. 

Teachers have full days already, so any extra time needs to be compensated with a stipend, especially for evening, weekend, or summer activity. Professional development should also allow for teachers to earn continuing education credit from the university. 

Effective professional development is continuous (CPD), based on connecting iimovation to authentic teaching experience, involves external support, makes the teacher an active part of the process, and focuses on teachers reconstructing and developing teaching practices. 

This book has been based on three professional commitments. First, that chemical education, for whatever purpose, however it is provided, and however its success is judged, should be based as far as is possible on research. Such research will be concerned with the nature of those purposes, with the design of the provision made, and with the nature of the teaching and learning involved. Second, that the provision of opportunities for chemical education should be subject to a continuous process of development associated with that research. Third, that the professional education and development of chemistry teachers should make extensive and diverse use of that research. 

---