Teachers taking back control of their professional development. Or do they? Part I



Recently, I attended a conference organised for the teaching staff (including learning support assistants) of a teaching schools alliance, totalling over 900 delegates.

The venue was an international conference centre in the town where the lead school was based.

I decided to spend the day observing some of the talks taking place around me in an attempt to identify the discourse structure that underpin the day’s programme of professional development. I was trying to find out what the discourse structure revealed about this new form of CPD organised by and for teaching schools alliances.

Constructivist approach is inevitably interpretive in nature; the knowledge formed is ultimately subjective and personal in nature. How relatable it is depends largely on my reader’s experience and knowledge of the topic.

Programme of the day

08:30 – 09:00 Registration and Refreshments

09:00 – 09:10 Transfer to conference hall

09:10 – 09:15 Welcome

09:15 –…

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