Professional development

Jerome, Lee ORCID: https://orcid.org/0000-0003-0278-6986, Evers, Gareth and Suthern, Alexandra (2021) Professional development. In: International Perspectives on Drama and Citizenship Education: Acting Globally. McGuinn, Nicholas, Ikeno, Norio, Davies, Ian and Sant, Edda, eds. Routledge Research in Education . Routledge, Abingdon, pp. 191-197. ISBN 9780367524876, e-ISBN 9781003058144. [Book Section] (doi:10.4324/9781003058144-19)

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Abstract

Policy and practice around the world are so diverse that they afford very different opportunities (or present varied obstacles) to professional development for those working in drama and citizenship education. This chapter starts therefore from the perspective of teachers and considers the kinds of activities they can pursue to contribute to their own professional development. Dedicating one’s life to a career in politics and arts education is often bound up with one’s identity and sense of belonging, and professional development can arise from life experiences beyond the confines of formal training or accreditation. This chapter considers how meaningful professional development incorporates an affective dimension and reinforces teachers’ sense of vocation and identity. The chapter emphasises that, regardless of organisational and policy frameworks, teachers can exercise a form of situated agency over their own professional development. The chapter discusses how professional learning emerges from a range of experiences, which are subjected to critical reflection, and are often located in networks of practitioners. By addressing issues of identity, purpose, reflective inquiry and collaboration the chapter articulates a view of professional development which develops the drama and citizenship teacher as an agent of change.

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