IfL announces publication of book on professional learning
The Institute for Learning (IfL) has announced the publication of “Challenging Professional Learning”, which examines the professional learning of teachers and trainers in further education and skills. The book, published by Routledge, draws on research from IfL and other professions, international research and evidence of practice to link individual and collective professional learning to organisational learning, leadership and the management of change. It was edited by IfL’s chair, Sue Crowley, and includes chapters by Dr Jean Kelly, Sue Colquhoun and Toni Fazaeli at IfL. Other chapters are by leaders, practitioners and academics specialising in education and further education and those specialising in other professions.
IfL’s chief executive, Toni Fazaeli, said, “Teachers and trainers are dual professionals, in that they need to be expert and stay up to date in their vocational or subject area as well as in teaching methods. Professional identity and the development of vocational pedagogic expertise are crucial, and this book argues that high-quality teaching and learning depends on teachers committing to continuing professional development (CPD); engaging in professional learning activities; creating professional learning communities; and building their levels of professionalism. This mirrors the kinds of commitment by practitioners in other professions, such as law, to their own CPD.
“There is a danger that work pressures, economic restrictions and lack of time can lead to CPD becoming tokenistic, a characteristic risk for many professions. This book draws on a wealth of recent research and evidence to determine which approaches to CPD are most effective; explores the concept of learning as a collective activity; and argues that real professionalism cannot be achieved in isolation.
“It also suggests, based on the findings of work by IfL and other professions, and international research, that professional bodies need to be the guardians of good CPD, setting the tone for effective and efficient CPD that is meaningful to their members and has impact on the public, and in the case of teachers, the learners they serve.
“We think that the book will be of great interest to teacher educators, trainee teachers, undergraduate and postgraduate students, as well as those who work in further and higher education. It has relevance in and beyond the world of education, for all those involved with professional development and across the diversity of professions and employment settings.”
