Abstract
This paper outlines the approach of one higher education institution in England to the research dialogue involved in designing an M.A. Education programme that focuses on partnership collaborations in postgraduate professional development with school‐based staff groups as a catalyst to sustainable school improvement. The paper draws on the model of communities of practice as a tool to support its argument. It identifies target areas to address: the identification, recognition and accommodation of individual school staff needs; constraints and tensions of participation; the benefits of workplace‐based postgraduate professional development tailored to continuing professional development needs; and the value‐added benefits of the programme over non‐accredited in‐service training. It also recognises the continuing dialogue needed to address emerging and changing needs and to assess the impact of the programme over a period of time.
Published Version
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