Realising potential: The role of critical pedagogies in teacher CPD
Written by: Jen Simpson
8 min read
Jen Simpson, Project Manager, SAPERE, UK; School Development Team, Cumbria County Council; freelance researcher in association with Development Education Research Centre, Institute of Education, UCL, UK
School continuing professional development (CPD) spending has dropped by 40 per cent since 2018 (Weston, 2022), and budgets continue to tighten even though research evidence emphasises the vital impact of effective teacher professional development (EEF, 2021), especially in closing the disadvantage gap. This article highlights some of the key findings from my small research study funded by the British Council programme ‘Connecting Classrooms through Global Learning’ (CCGL). It explored the transformative potential of teacher CPD that utilises critical pedagogies to enhance student awareness and critical understanding of global issues. It focused on the pedagogical approaches of Philosophy for Children (P4C) and Global Learning (GL), which not only draw on critical thinking but ar
Join us or sign in now to view the rest of this page
You're viewing this site as a guest, which only allows you to view a limited amount of content.
To view this page and get access to all our resources, join the Chartered College of Teaching (it's free for trainee teachers and half price for NQTs) or log in if you're already a member.
- Alexander R (2004) Still no pedagogy? Principles, pragmatism and compliance in Primary education. Cambridge Journal of Education 34(1): 7–33.
- Bourn D (2021) Pedagogy of hope: Global learning and the future of education. International Journal of Development Education and Global Learning 13(2): 65–78.
- Cordingley P, Greany T, Crisp B et al. (2018) Developing great subject teaching: Rapid evidence review of subject-specific continuing professional development in the UK. Wellcome Trust. Available at: https://wellcome.org/sites/default/files/developing-great-subject-teaching.pdf (accessed 9 November 2022).
- Cordingley P, Higgins S, Greany T et al. (2015) Developing great teaching: Lessons from the international reviews into effective professional development. Teacher Development Trust. Available at: https://tdtrust.org/wp-content/uploads/2015/10/DGT-Full-report.pdf (accessed 9 November 2022).
- Education Endowment Foundation (EEF) (2021) Effective professional development: Three recommendations for designing and selecting effective professional development. Available at: https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/effective-professional-development (accessed 9 November 2011).
- Giroux H (2010) Rethinking education as the practice of freedom: Paolo Freire and the promise of critical pedagogy. Policy Futures in Education 8(6): 715–721.
- Illeris K (2003) Towards a contemporary and comprehensive theory of learning. International Journal of Lifelong Education 22(4): 396–406.
- Jordao CM (2004) Thinking critically of critical teaching: Critical pedagogies revisited. Situation Analysis 4: 21–30.
- Lingard B (2007) Pedagogies of indifference. International Journal of Inclusive Education 11(3): 245–266.
- Mezirow J (1997) Transformative Learning: Theory to Practice. New Directions for Adult and Continuing Education (74): 5–12.
- Ross W (2018) Humanizing critical pedagogy: What kind of teachers? What kind of citizenship? What kind of future? Review of Education, Pedagogy, and Cultural Studies 40(5): 371–389.
- SAPERE (2022) P4C is a philosophical approach to learning and teaching that enables students to think with others and to think for themselves. Available at: www.sapere.org.uk/why-sapere-p4c (accessed 9 November 2011).
- Simpson J (2016) A study to investigate, explore and identify successful ‘interventions’ to support teachers in a transformative move from a charity mentality to a social justice mentality. GLP Innovation Fund Research Series: Paper 2. Available at: https://discovery.ucl.ac.uk/id/eprint/10124359/1/simpson%202016.pdf (accessed 9 November 2022).
- Simpson J (2022) Exploring the transformative potential of specific pedagogies on pupils’ awareness and critical understandings of global issues. Connecting Classrooms through Global Learning in collaboration with the Development Education Research Centre. Available at: https://discovery.ucl.ac.uk/id/eprint/10146718/1/Jen%20Simpson_Report%206_FINAL.pdf (accessed 9 November 2022).
- Sims S, Fletcher-Wood H, O’Mara-Eves A et al. (2021) What are the characteristics of teacher professional development that increase pupil achievement? A systematic review and meta-analysis. Education Endowment Foundation. Available at: https://d2tic4wvo1iusb.cloudfront.net/documents/pages/Teacher-professional-development.pdf?v=1667899386 (accessed 9 November 2022).
- Sutcliffe R (2017) Philosophical teaching-and-learning adapted from Gregory M, Haynes J and Murris K (eds). The Routledge International Handbook of Philosophy for Children. Chapter 22, Abingdon: Routledge.
- Webb TL and Sheeran P (2006) Does changing behavioral intentions engender behavior change? A meta-analysis of the experimental evidence. Psychological Bulletin 132(2): 249.
- Weston D (2022) CPD spending plummets. Teacher Development Trust. Available at: https://tdtrust.org/2022/10/21/cpd-spending-plummets (accessed 9 November 2022).
- Yates J (2018) How can the philosopher’s backpack enrich critical global thinking? GLP Innovation Fund Research Series Paper 6. Available at: https://doccdn.simplesite.com/d/92/19/287104480955144594/c0638a64-4998-456e-8c1d-0600fc958add/JaneyatesGLPIF6.pdf (accessed 9 November 2022).
Subscribe
Please login to comment
0 Comments
Oldest
