Self-inquiry as a form of CPD

Self-inquiry as a form of CPD

1. Problems

   • 1. High demand for external CPDs
   • 2. Value of own teaching experience
   • Questions
     • 2. How useful are external CPDs for experienced teachers in relation to knowledge and practice?
     • 1. What are the reasons for experienced teachers attending external CPD events?
     • 3. To what extent can self-inquiry be used as a source of CPD?
     • Title
       • To what extent can schools incorporate self-enquiry as a tool for CPD to create and disseminate in-house teaching expertise? A small case study on experienced teachers in an urban school in London
   • 3. Limited funding opportunities
   • 4. Dissemination of knowledge

2. Assumptions

   • 1. The high demand for experienced teachers to attend CPD is encouraged by the 'celebrity' status of presenters
   • 2. Experienced teachers are 'professional learners' who wish to develop their area of expertise further.
   • 3. Experienced teachers offer a wealth of knowledge and expertise
   • 4. The model of clinical education based on experiential knowledge and self-inquiry has the potential to develop and disseminate in-house teaching expertise.
     • Methodology
       • Method
         • Case Study
           • QUAL approach
       • Techniques
         • 1. Semi-structured interviews
         • 2. Likert scale questionnaires
         • 3. Focus groups
       • Sampling
         • Research population: 26 teachers
         • In-depth: 6 experienced teacher
         • Convenience sample
   • 5. Experience is not necessarily related to years of practice

3. Review of Literature

   • 2. Studies on the influence of CPDs on teacher education
   • 1. Studies on experiential knowledge and transformative learning.
   • 3. Studies using self-inquiry within education