The advanced professional development of experienced educationalists is seen as an entitlement that is critical in an evolving knowledge-based society. It is proposed that the best professional development is underpinned by the principles of the educator as a ‘reflective practitioner’ and as a ‘creator of knowledge’, enabling the evolution from novice to expert practitioner and demonstrating institutional impact. Contribution to the evidence-base of the profession through empirical research is seen as an essential part of advanced professional development, however because of poor dissemination, this research remains an underused resource.
|Keywords:||Advanced Professional Development, Transformational Learning, Evidence-based Research, Educationalists, Institutional Impact, Reflective Practitioner|
Principal Lecturer, Masters Programme Leader, Department of Education Leadership and Development, School of Education, University of Greenwich, London, UK
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