National models for CPD: The challenges of C21st knowledge management

Abstract

Teacher quality is the most critical factor in improving educational outcomes (McKinsey, 2007). This paper proposes analytical frameworks for national models for continuing professional development (CPD). It examines the unacknowledged problem of the quality and extent of the evidence base underpinning teachers’ CPD. In the 21C through the use of ICTs the research and evidence base underpinning educational practice surely could be made accessible to all teachers and all providers of initial teacher training and CPD. The evidence base available internationally appears to be patchy. Yet this is taken for granted in the literature, and is rarely if ever acknowledged in the discourse about school and system improvement. This lack of research based professional knowledge, is a particular problem for subject specialist issues and is further compounded by the fact that research published in journals is not generally designed around questions teachers want answered. In short, the knowledge that is produced and the management of it within the education sector is lacking systemic organisation and dissemination. The paper outlines opportunities which exist for low cost interlinked national and international e-infrastructures to be developed to support knowledge sharing, but such collaboration may pose an insurmountable challenge for national and international agencies.