Continuous Professional Development: A New Vector for New Actions The rational and some inceptive examples of the British Council pilot project

Authors

  • Nodira Isamukhamedova Uzbekistan
  • Elena Volkova Uzbekistan

DOI:

https://doi.org/10.37547/geo-93

Keywords:

school teachers, development, success

Abstract

The article demonstrates the inception of the project aimed at gaining deeper insight at how Сcontinuous Professional Development (CPD) for school teachers in Uzbekistan can be approached. CPD in an ever-evolving professional landscape that calls on a shift towards a different perspective in understanding its nature. We explore a new philosophy of CPD that focuses on three important things - the notion of ‘continuous’, the notion of ‘professional’ and the notion of development. Schools in this paradigm are seen as hubs of development to serve as a powerful catalyst for teachers to undertake new actions and achieve sustained success.

Downloads

Download data is not yet available.

References

Bolam, R. (1990) Recent developments in English and Wales, in B. Joyce (Ed.)(1990) Changing school culture through professional development, the 1990 ASCD Yearbook, Association for Supervision and Curriculum Development

Cabaroglu, N. (2014) Professional development through action research: Impact on self-efficacy. System 44 (2014) 79-88 available at http://dx.doi.org/10.1016/j.system.2014.03.003

Day, C. (1997) In-service Teacher Education in Europe: conditions and themes for development in the 21st century. British Journal of In-service Education, Vol 23, No 1

Guskey , T. R. (2002) Professional Development and Teacher Change. Teachers and Teaching: theory and practice, Vol. 8, No. 3/4, 2002. Garfax Publishing

Kayapinar, U. (2016) A Study on Reflection in In-service Teacher Development: Introducing Reflective Practitioner Development Model. Educational Sciences: Theory and Practice. 16(5)

Kincheloe, J. (2003) Teachers as researchers: Qualitative inquiry as a patch to empowerment. London: Routledge

Kitchen, J., & Stevens, D. (2008). Action research in teacher education: two teacher-educators practice action research as they introduce action research to

preservice teachers. Action Research, 6(1), 7e28.

Kolb, D. (1984) Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice –Hall.

Levin, B. B., & Rock, T. C. (2003). The effects of collaborative action research on pre-service and experienced teacher partners in professional development

schools. Journal of Teacher Education, 54(2), 135e149.

Mertler, C. (2012). Action research: Improving schools and empowering educators (3rd ed.). Thousand Oaks, CA: Sage.

Ramani, E. (1987) 'Theorizing from the classroom' ELT Journal, 41/3

Volkova, E. (2016) Action research as a direction in teacher professional development – reflection on the project ‘Teachers’ Learning through Action Research’, Conference proceedings

Downloads

Published

2023-10-18

How to Cite

Nodira Isamukhamedova, & Elena Volkova. (2023). Continuous Professional Development: A New Vector for New Actions The rational and some inceptive examples of the British Council pilot project. International Scientific and Current Research Conferences, 1(1), 504–508. https://doi.org/10.37547/geo-93

Issue

TEACHING FOREIGN LANGUAGES IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT: BEST PRACTICES, PROBLEMS AND OPPORTUNITIES

Section

Articles

License

Copyright (c) 2023 Nodira Isamukhamedova , Elena Volkova

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

The content published on the International Scientific and Current Research Conferences platform, including conference papers, abstracts, and presentations, is made available under an open-access model. Users are free to access, share, and distribute this content, provided that proper attribution is given to the original authors and the source.