The social dynamics of changing practice

Abstract

In this paper we develop a socio‐dynamic account for the impact of continuing professional development (CPD) on practice. The model we propose for changing practice challenges the essentially individualised explanation of practical learning offered by a number of writers and researchers in the field of CPD such as Joyce and Showers (1988 Joyce B Showers J (1988) Student achievement through staff development (London, Longman) [Google Scholar]), Eraut (1994 Eraut M (1994) Developing professional knowledge and competence (London, Falmer Press) [Google Scholar]), and Schön (1983 Schön DA (1983) The reflective practitioner: how professionals think in action (London, Temple Books) [Google Scholar]). It also offers a basis for exploring the micro‐political realities of changing practice and the links between individual and group learning that are largely absent in the socio‐cultural accounts of organisational and situated learning (Senge, 1990 Senge P (1990) The fifth discipline: the art and practice of the learning organisation (New York, Doubleday Currency) [Google Scholar]; Lave & Wenger, 1991 Lave J Wenger E (1991) Situated learning: legitimate peripheral participation (Cambridge, Cambridge University Press) [Crossref] , [Google Scholar]; Weick, 1995 Weick K (1995) Sensemaking in organisations (Thousand Oaks, Sage Publications) [Google Scholar]). It proposes a model that allows for tracking the influence of discourses in relation to teacher re‐professionalism from the level of policy to the point of enactment in the school and re‐examines the connections between individual and group learning to arrive at a dynamic framework for understanding changing practice.

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