MODELS OF TEACHERS’ CONTINUING PROFESSIONAL DEVELOPMENT AND PROFESSIONAL STANDARDS: PERSPECTIVES AND RESEARCH FINDINGS FROM THE UK AND HUNGARY
A joint seminar with members of the editorial board of the international journal Professional Development in Education and Eötvös Loránd University
Time: Friday 18 May 2012; 10.00-13,30;
Venue: Eötvös Loránd University, Faculty of Education and Psychology, Budapest, Kazinczy utca 23-27. AULA
There have been a number of significant policy changes in Education, particularly in teachers’ professional development, in the UK and Hungary recently. The policy changes have reflected professional and political priorities in these countries and drawn upon models of continuing professional development operating internationally. Professionals in Education can support the decision-makers of these countries with research findings and analysis in order to create evidence-based models of professional development. The role of professional standards and the different ways how to support teachers’ development have been stressed and studied by a lot of studies.
On the one hand there are competing demands for the teaching profession to become more reflective and academic and on the other hand to have a more practical impact, measured by assessments such as the PISA tests. Teachers are required to become strong professionals, but often operate within a competitive educational environment where standards are assessed, measured and judgements are made about teacher effectiveness.
Comparative approaches will contribute to an understanding of the professionalisation of teaching and the factors that have impacted on it. Hungary, England, Wales and Scotland are very interesting cases to compare.
The seminar aims to discuss differences in the teaching profession in different contexts in order to shed light in the complex interrelationship between teaching as a profession and educational effectiveness.
The programme of the seminar will be:
10.00 Welcoming by the Faculty
10.05 Introduction to the Editorial Board of Professional Development in Education
10.40 Presentations of different models of Continuing Professional Development and Professional Standards (England, Wales, Scotland, Hungary), opportunity for short clarifications, questions after each presentation.
12.15 Round-table discussion on the different models, and on the ways in which international networking, research and dissemination of ideas may impact on the Professional Development of Teachers (participation of the audience is encouraged)
13.15 Concluding remarks