prepared to have a go at new ways of working, to reflect on what happened and refine
it so that it worked every time. I think all CPD should be like this.
Lily, Final interview, June 2005
There are many challenges for developing effective CPD programmes in that such
endeavours need to provide regular and sustained opportunity for teacher reflection
and learning. The 1988 review of CPD effectiveness (Joyce & Showers) indicated that
programmes needed to be centred on classroom practice so that new practices could
be evolved and moulded from existing practice. Our approach was a move away from
the classic Joyce and Showers coaching approach, where an „expert’ supports the
development in the teacher’s own classroom. Instead, we asked teachers to recognise,
collect and bring evidence from their own classrooms for analysis and reflection in
teacher meetings. This therefore placed a greater responsibility on the individual
teachers within the developmental process and provided an extra layer of reflection
and advice from their peers and this occurred through the professional dialogue at the
teacher meetings. This not only reduced the dependency on the expert coach, but
helped foster a teacher learning community in which collaborative endeavour
provided both the support and impetus for teachers to take risks once they returned to
their own classrooms (Hoban, 2000).
One noteworthy point was the positive attitudes and satisfaction of teachers with the
programmes. Teachers enhanced their acquaintance with the domain, their
pedagogical content knowledge, their practical teaching knowledge and their
sensitivity to students’ understanding and progress. The socio-cultural practice that
the teachers engaged in through the CPD programmes played an essential part in
aiding teacher learning. Teachers appreciated getting constructive feedback from the
researchers, from their peers and from experienced teachers for that domain both
about the reported activities and about the collection of evidence. It should be noted
that in the beginning of the CPD program, teachers had difficulties in carrying out the
evidence-based approach. However, over the course of the programmes we observed
that it became a powerful means in creating the community of practice. Teachers felt
free to share with their peers’ achievements and difficulties and to use these
opportunities as vehicles for professional growth.
Finding 2: The teachers initially found the evidence-based approach to CPD difficult.
They spoke about time constraints and possible problems of acceptability of new
approaches with colleagues in their schools. In later interviews, many had either
gained confidence to pursue their individual developmental goals or recognised that
the concerns they had were not as critical as they had first envisaged, but rather were
ways of protecting themselves in case they failed to make the changes they wanted in
their classrooms.
Looking back, it hasn’t been half as difficult as I imagined it would be to bring about
these changes in my classroom. I thought at the start I want to do this but what if I
can’t find the time to do it. The idea of having to bring evidence was scary but, in
reality, its been the thing that has helped me see what I am doing and not doing to
help my students learn. Amina, final interview June 2004
11