Thought piece – grassroots teacher professional development: how and why practitioners are taking ownership for their development and learning: 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
    Pages (from-to)37-42
    Number of pages6
    JournalPRACTICE: Contemporary Issues in Practitioner Education
    Volume3
    Issue number1
    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 'Thought piece – grassroots teacher professional development: how and why practitioners are taking ownership for their development and learning: how and why practitioners are taking ownership for their development and learning'. Together they form a unique fingerprint.

    Cite this