Skilling or Emancipating? Metaphors for Continuing Teacher Professional Development

  • Judyth Sachs
Part of the Professional Learning and Development in Schools and Higher Education book series (PROD, volume 7)


When learning is at the centre of the teaching enterprise, we would assume that the continuing professional development of teachers would be a priority of both education systems and teachers alike. Teachers like other professionals need to update their skill and knowledge base—in the case of teachers their pedagogical skills and content knowledge. In this chapter, I use three metaphors to describe current approaches to the continuing professional development of teachers: retooling, remodelling and revitalising. I add a fourth one—reimagining—to indicate the need for teachers themselves to have some agency in identifying priorities and needs for their own professional learning. My argument is that continuing professional development needs to incorporate all four of the elements of retooling, remodelling, revitalising and reimagining to have two interrelated effects: first to ensure that the goal of improving student learning is achieved and second that a strong and autonomous teaching profession is supported.


Professional Development Teaching Profession Professional Learning Continue Professional Development Teacher Learning 
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Copyright information

© Springer Science+Business Media B.V. 2011

Authors and Affiliations

  1. 1.Macquarie UniversitySydneyAustralia

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