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

UN SDGs

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

SDG 4 Quality Education

Keywords

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

Access to Document

10.1080/25783858.2021.1882265

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title = "Thought piece {\textendash} 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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AU - Holme, Richard

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KW - Teacher professional development

KW - teacher CPD

KW - teacher professional learning

KW - informal teacher development

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DO - 10.1080/25783858.2021.1882265

M3 - Comment/debate

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