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

Richard Holme

doi:10.1080/25783858.2021.1882265

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

Richard Holme

Research output: Contribution to journal › Comment/debate › peer-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 language	English
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	https://doi.org/10.1080/25783858.2021.1882265
Publication status	Published - 2021

Keywords

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

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.1080/25783858.2021.1882265

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title = "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",

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. ",

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Holme, R 2021, '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', PRACTICE: Contemporary Issues in Practitioner Education, vol. 3, no. 1, pp. 37-42. https://doi.org/10.1080/25783858.2021.1882265

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. / Holme, Richard.
In: PRACTICE: Contemporary Issues in Practitioner Education, Vol. 3, No. 1, 2021, p. 37-42.

Research output: Contribution to journal › Comment/debate › peer-review

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KW - Teacher professional development

KW - teacher CPD

KW - teacher professional learning

KW - informal teacher development

U2 - 10.1080/25783858.2021.1882265

DO - 10.1080/25783858.2021.1882265

M3 - Comment/debate

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