Professional Development for Educational Management

By Lesley Kydd; Megan Crawford et al. | Go to book overview

14
Professional development
portfolios*

DAI HALL


Introduction

By the early 1990s the world of the professional teacher was such that, for a number of reasons, there was increasing interest in the keeping of Professional Development Portfolios (PDPs) by teachers.

Firstly, Credit Accumulation and Transfer Schemes (CATS) with their explicit willingness to accredit prior experiential learning (APEL) were being developed by higher education institutions (Evans 1987, 1988; Bloor and Butterworth 1990; Hall 1991).

Secondly, it was increasingly being recognised by award giving bodies that professional development depends on a synthesis of theory and practice and that effective reflection is the key to this synthesis. (The work of writers such as Schõn and Kolb in establishing an ‘experiential learning cycle’ had been very influential.) The implication that effective professional learning could begin in practice rather than in classroomderived theory opened the way to formal accreditation of such learning (Boud et al. 1985; Land 1991).

Thirdly, INSET had reached the stage where the professionality of teachers was increasingly recognised and teachers were regularly involved in self-initiated professional development. There were increasing calls for this to be recognised by award giving institutions (Graham 1989; Chandler 1990; Mumby et al. 1988; Winter and Powney 1988).

Fourthly, the rationale and methodology of APEL for professionals had been developed. At least one institution (Hall 1991) had established a satisfactory method of facilitating specific portfolios for teachers and a number of education authorities were establishing programmes for helping their staff produce professional development portfolios.

*This is an edited version of the article ‘Professional development portfolios for teachers and lecturers’ that originally appeared in British Journal of In-service Education, published in 1994.

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