Grassroots teacher professional development: how and why practitioners are taking ownership for their development and learning

Research output: Contribution to journalComment/debatepeer-review

Abstract

This article considers the idea of grassroots professional development, suggesting this may be a reaction to increased trends towards performativity and accountability in education. Drawing on literature, practical examples and first-hand experience it discusses some of the opportunities, and potential challenges of teacher-owned, grassroots professional development and learning.

Original languageEnglish
JournalPRACTICE: Contemporary Issues in Practitioner Education
Early online date3 Feb 2021
DOIs
Publication statusE-pub ahead of print - 3 Feb 2021

Keywords

  • grassroots
  • Teacher professional development
  • teacher CPD
  • teacher professional learning
  • informal teacher development

Fingerprint Dive into the research topics of 'Grassroots teacher professional development: how and why practitioners are taking ownership for their development and learning'. Together they form a unique fingerprint.

Cite this