Reimagining a framework for teachers’ continuous professional development during curriculum reform
Porcenaluk, Sarah O'Neachtain, Art Connolly, Cornelia
Porcenaluk, Sarah
O'Neachtain, Art
Connolly, Cornelia
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Publication Date
2023-09-04
Type
Article
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Citation
Porcenaluk, Sarah, O’Neachtain, Art, & Connolly, Cornelia. (2023). Reimagining a framework for teachers’ continuous professional development during curriculum reform. Irish Educational Studies, 1-18. doi:10.1080/03323315.2023.2250765
Abstract
Effective continued professional development (CPD) is critical in preparing teachers for implementing curricular changes. Utilising the professional design framework [Loucks-Horsley, S., Stiles, K. E., Mundry, S. E., Love, N. B., & Hewson, P. W. (2009). Designing Professional Development for Teachers of Science and Mathematics. Corwin Press. http://ebookcentral.proquest.com/lib/nuig/detail.action?docID=996256] and document analysis, this article presents a developed framework which identifies school culture, time, choice, and connection to practice as factors influencing CPD¿s success during curriculum reform. The aptly named STiCC framework aims to help structure CPD to aid teachers in effectively delivering a new curriculum. Employing Kennedy¿s spectrum of CPD models (2014) in parallel with the STiCC framework, we offer approaches to CPD which may be helpful during periods of change. The discussion points to the application of the STiCC framework worldwide as the necessity for reimagining CPD during curriculum reform exists globally.
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Publisher
Taylor and Francis Group
Publisher DOI
10.1080/03323315.2023.2250765
Rights
CC BY-NC-ND 3.0 IE