num_pages: 284
description: This book offers a clear critique of the dominant discourse of Continued Professional Development (CPD). It suggests a different way of looking at teachers’ professional development and advocates shared practice, collaborative CPD, and scholarly reflection on practice.
language: English
title: New Designs for Teachers’ Professional Learning
titlecomplete: New Designs for Teachers’ Professional Learning (Bedford Way Papers, 27)
publisher: UCL IOE Press