An Innovative practitioner research model of Continuing Professional Development A case study of an educational psychologists' professional development programme in Scotland

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    This article presents an innovative model of Continuing Professional Development (CPD) that has been used in Scotland to encourage research and to develop research skills amongst applied educational (school) psychologists. 1 This is a process-based CPD model rather than the traditional 'attendance at CPD workshops' model, leading to active learning and knowledge creation for the professional and the profession. Data collected from educational psychologists and stakeholders suggests that it is very effective but there is room for improvement. The lessons learnt over the 13 years of its operation and through a recently commissioned evaluation will hopefully be of interest to other applied educational psychologists internationally, as well as related professions.

    Original languageEnglish
    Pages (from-to)219-236
    Number of pages18
    JournalSchool Psychology International
    Issue number3
    Publication statusPublished - Jun 2009


    • Continuing Professional Development
    • educational psychologists
    • practitioner researcher

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