Realising potential: the role of critical pedagogies in teacher CPD
Bibliographic record
Abstract
School continuing professional development (CPD) spending has dropped by 40 per cent since 2018 (Weston, 2022), and budgets continue to tighten even though research evidence emphasises the vital impact of effective teacher professional development (EEF, 2021), especially in closing the disadvantage gap. This article highlights some of the key findings from my small research study funded by the British Council programme ‘Connecting Classrooms through Global Learning’ (CCGL). It explored the transformative potential of teacher CPD that utilises critical pedagogies to enhance student awareness and critical understanding of global issues. It focused on the pedagogical approaches of Philosophy for Children (P4C) and Global Learning (GL), which not only draw on critical thinking but are underpinned by critical reflection, questioning and the challenging of assumptions. P4C is a multidimensional approach to teaching and learning aimed at developing four core types of thinking – caring, collaborative, critical and creative – through philosophical enquiry, building a community of enquiry focused on engaging in philosophical dialogue as a means of exploring and moving towards deeper knowledge and/or understanding (SAPERE, 2022).<br/>The full research report (Simpson, 2022) provides a substantial literature review, exploring what makes effective teacher CPD, and the role of critical pedagogies in transforming teaching and learning. This was further analysed alongside teacher surveys and informal interviews, which outlined teachers’ experiences of specific CPD and their perceived impact back in the classroom. <br/>This article intends to provide an overview of some of the more significant research findings presented, as provocations for reflection for senior leaders and educational practitioners. These aim to initiate professional conversations on transformative teacher CPD and school practices, in order to meet the needs of students learning for an uncertain global future.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".