Résumés > BEAUMONT Ben

Developing educators’ pedagogical cognitions: Maximising the impact of CPD courses

Ben Beaumont

Trinity College, London – Irlande

Evidence suggests that transferring pedagogic learning from in-service teacher education courses to educators’ specific contexts can be problematic (Goodall, Day, Lindsay, Muijs, & Harris: 2005). This presentation explores this concern and views the issue through the lens of teacher cognitions (Baker 2014; Borg 2015), an approach which identifies possible ways to develop educators’ pedagogic knowledge and skills. Recognising that teacher learning is more than just being able to use a ‘tool-kit’ of tasks and activities, this presentation will show how resource analysis (including resource evaluation, adaption, creation and reflection) can be a vehicle to help educators learn more about their educational context, beliefs and professional practices. After briefly contextualising Trinity College London’s international qualifications work, the presentation will report on a study that explores the impact of in-service teacher development courses that use Trinity’s Certificate for Practising Teachers (CertPT). Research participants came from different disciplines, enabling a cross-curricular approach to data analysis.

Using data from participant pre- and post-course interviews, I will present findings that strongly suggest that the CertPT’s four assessment tasks drive enhanced impact on educators’ teaching practice. This will be supplemented by data collected from teacher educators involved in the CertPT, enabling comparison and contrast with an alternative perspective on how the qualification can affect educators’ learning and day-to-day practice.

This presentation will be relevant to all those involved in teacher education programmes as it provides a fresh way to view educators’ in-service development, recognising the importance of educator cognitions and materials use as a vehicle for ongoing professional development.

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Borg, S. (2015). Teacher cognition and language education: Research and practice. London: Bloomsbury Publishing.

Goodall, J., Day, C., Lindsay, G., Muijs, D., & Harris, A. (2005). Evaluating the Impact of CPD. Warwick: University of Warwick and University of Nottingham. Retrieved, 9(24), 2014.

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