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Professional Development in Education Volume 50, 2024 - Issue 3: Professional Learning for Praxis Development; Guest editors: Susanne Francisco, Petri Salo and Anette Olin Almqvist

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Global education reform and the Swedish CPD market: restricted professional learning and the power of ideology

Lill Langelotza Department of Education and Special Education, University of Gothenburg, Gothenburg, SwedenCorrespondence[email protected]

https://orcid.org/0000-0003-1424-6063 View further author information

Dennis Beacha Department of Education and Special Education, University of Gothenburg, Gothenburg, Sweden;b Department of Educational Work, University of Borås, Borås, SwedenView further author information

Pages 564-578 | Received 08 Sep 2023, Accepted 22 Dec 2023, Published online: 29 Jan 2024

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https://doi.org/10.1080/19415257.2024.2306997
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Table 1. Spectrum of CPD models (Kennedy Citation2014, p. 693).

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Figure 1. Percentage of CPD models found in the invoices based on Kennedy’s (Citation2014) categorisation.

Kennedy, A., 2014. Understanding continuing professional development (CPD): the need for theory to impact on policy and practice. Professional development in education, 40 (5), 688–697. doi:10.1080/19415257.2014.955122.

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