Teacher Professional Development (TPD) in Schools

Abstract

This chapter aims to explore the literature on the delivery and characteristics of teacher professional development (TPD) in schools before moving on to look at TPD in the context of Information and Communication Technology (ICT). Understanding the nature and form that TPD takes and, specifically, those factors and approaches which enable its effectiveness in addressing teachers’ professional development needs is essential as much that applies to TPD in general also applies to TPD in the use of technology. Leading on from the previous chapter, what is consequential here is the exploration of how student voice initiatives can operate as a catalyst for programmes of TPD. Evidence of such a unique and powerful approach to teachers’ professional learning where students teach teachers is something which is rarely considered in the literature on TPD and subsequently there is an absence of evidence which reports on the benefits for pupils of taking on responsibility for initiatives of this nature. Within this framework, there will be a need to explore the existing body of research on pupils teaching their teachers as well as looking at the perceived generational differences between pupils and teachers and their experiences of using ICT.