The value and valuing of continuing professional development: current dilemmas, future directions and the case for action research

Abstract

This paper explores and challenges the rationale for current, mainstream approaches to teachers’ continuing professional development (CPD) within schooling systems. Such approaches are significantly influenced by neoliberal and managerial pressures, evident in advocacy for generic, individualistic models of teacher learning, often focused on specific state-sanctioned domains. The paper draws upon a précis of recent action research literature, and empirical research from Sweden, to argue for an alternative paradigm, based on the practices and principles of participatory and collaborative action research. Action research is not presented as a simplistic ‘method’ which can be ‘applied’ regardless of context, but is explicitly focused on situated, specific, local sites. While more managerial and neoliberal practices can close down debates necessary for effecting real improvements in practice, evidence suggests action research, in its emancipatory iterations, enables a rich conception of educational practice which cannot be ‘managed’ into existence by a simplistic application of ‘what works.’

Keywords:

• teacher professional development
• action research
• neoliberalism
• managerialism

Notes

1. In 2004, Rönnerman received a joint commission from the Swedish National Agency for School Improvement and one of the national teaching unions to develop and deliver a course at Rönnerman’s university focused on quality in pre-schools. In the commission, it was emphasised that the course should be based on the pre-school teachers’ experiences and enhance their methodological skills in following and observing a child’s development and learning. By designing the course on an action research basis (and thus introducing a ‘bottom-up’ perspective), arguably the teachers would be strengthened in what they already knew whilst also developing new insights; it was also hoped the initiative could encourage teachers to continue working with action research after the completion of the course. About 400 early childhood teachers have enrolled in the course since 2004. (For further details, see Rönnerman, 2008).