Abstract
In the United Kingdom, there is currently an increasing demand for teachers to engage in career-long continuing professional development (CPD) and to do so as teacher researchers. The normal setting for this type of CPD is the teacher’s own practice and organisation. This chapter examines the issues facing the teacher as insider researcher and considers the possibility of creating an approach to CPD for teachers that fuses desired institutional change with the needs of the individual teacher as learner, professional and researcher. In the United Kingdom education context, demand for continuous change in practice has become the norm and innovation has become a necessity rather than a choice for many teachers and headteachers.
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© 2010 Comparative Education Research Centre
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Aiello, M., Watson, K. (2010). The Role of the Headteacher in Teachers’ Continuing Professional Development. In: Kwo, O. (eds) Teachers as Learners. CERC Studies in Comparative Education, vol 26. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-9676-0_10
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DOI: https://doi.org/10.1007/978-90-481-9676-0_10
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