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 language | English |
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Pages (from-to) | 37-42 |
Number of pages | 6 |
Journal | PRACTICE: Contemporary Issues in Practitioner Education |
Volume | 3 |
Issue number | 1 |
Early online date | 3 Feb 2021 |
DOIs |
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Publication status | Published - 2021 |
Keywords
- grassroots
- Teacher professional development
- teacher CPD
- teacher professional learning
- informal teacher development