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Professional Development in Education Volume 40, 2014 - Issue 4
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Articles

Teachers’ Continuing Professional Development: framing a model of outcomes

John Harland
&
Kay Kinder
Pages 669-682 | Published online: 14 Aug 2014
 
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Abstract

In order to contribute towards the construction of an empirically-grounded theory of effective continuing professional development (CPD), this paper seeks to develop a model of the effects of teachers’ CPD or in-service education and training (INSET). It builds on an earlier typology of INSET outcomes and compares it to two previous classification frameworks. It is argued that the proposed model of outcomes could be used to delineate more clearly the specific effects which might accrue from different CPD formats.

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