Collaborative professional development and curriculum implementation: insights from a programme evaluation
Journal Title: Nauki o wychowaniu. Studia interdyscyplinarne - Year 2018, Vol 1, Issue 6
Abstract
In a recent communication, the European Commission calls for greater use of collaborative professional development for teachers in member states (2017a). Although peer collaboration is gaining ground, it has not yet become the norm across Europe. Undoubtedly, different kinds of continuing professional development (CPD) are more conducive than others for being collaborative. However, if the intention is to develop teacher collaboration in their routine work, then it makes sense that, where appropriate, the CPD provided should also be collaborative. A form of CPD that is relevant for all countries is the kind offered by external coaches visiting schools to support curriculum reform. This article examines the lessons that can be learned from an evaluation of such a national programme of CPD in Ireland. While there were various organisational issues that impeded the nature and extent of teacher collaboration in the CPD, it is argued that the external coach played an important role in creating the conditions for collaborative practices among the teachers later on, including peer coaching. This can then support the cultivation of a culture of ‘collaborative professionalism’ in schools, as opposed to simply ‘professional collaboration’ (Hargreaves and O’Connor 2017).<br/><br/>
Authors and Affiliations
Cathal de Paor
Keywords
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