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Research Brief

Reconceptualizing “PD” as continuous professional learning

August 1, 2011 | Professional Development, Conferences, and Networks
In a review of the professional development literature, the author of this paper highlights consensus findings about professional development approaches and raises important questions about assumptions underlying the different models. The paper is of special interest to ISE educators designing and leading professional development programs for other educators (formal and informal). It describes how particular PD approaches may provide or impede opportunities for critical reflection and ongoing learning.


  • BB 2015 leaves2
  • Citation

    Discipline: Education and learning science
    Audience: Educators/Teachers | Museum/ISE Professionals | Evaluators
    Environment Type: Professional Development and Workshops

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