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"Choosing the Right Path: Understanding Models of Professional Development in Education"

Choosing the Right Path


In her 2005 paper, "Models of Continuing Professional Development: If considered as a structure for analyzing PD as presented in “A Framework for Analysis,” Kennedy offers a useful way of thinking about how it can be done effectively. To that end, she presents a framework for classifying the PD models by the approach, the type of goals, and the nature of the teacher engagement that such models foster. These make it easy for the schools and educators to select the relevant PD, which suits the needs of the school.
Professional Development in Education

 

Kennedy also mentions one model, the training model, which is more about teaching new skills and transferring information. This approach is straightforward: it provides teachers with actual strategies or approaches they could implement in the learning-teaching process immediately. On the other pole, there is the model like a community of practice that will let teachers work in pairs or groups, to share ideas and discuss difficulties they face in teaching in the framework of a friendly knowledge community. This model is centered on the brotherhood and sisterhood of people as well as their mutual enlightenment.

 

Most fascinating is the change model which does not confine itself to teaching practices, but aims at changing the educators’ approaches to teaching. This model is supposed to disrupt the status quo, and force educators to enhance their practices and make a difference that sustains a lifetime.

 

Kennedy’s framework demonstrates why it is relevant to synchronize PD with the desired outcome. For example, changing goals from a competencies-based training model might be achievable with skill-based goals, while if the shifts are from a traditional transmission of knowledge model of teaching to a more innovative or progressive model, then a transformative approach is most probable. In this way of categorizing PD, Kennedy assists educators and the institution in planning for professional development that brings about real improvement in education and not merely in acquiring skills as part of the training while reducing the likelihood of having ineffective PD that does not foster educational improvement.

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