Reimagining a framework for teachers’ continuous professional development during curriculum reform

Abstract

Effective continued professional development (CPD) is critical in preparing teachers for implementing curricular changes. Utilising the professional design framework [Loucks-Horsley, S., Stiles, K. E., Mundry, S. E., Love, N. B., & Hewson, P. W. (2009). Designing Professional Development for Teachers of Science and Mathematics. Corwin Press. http://ebookcentral.proquest.com/lib/nuig/detail.action?docID=996256] and document analysis, this article presents a developed framework which identifies school culture, time, choice, and connection to practice as factors influencing CPD’s success during curriculum reform. The aptly named STiCC framework aims to help structure CPD to aid teachers in effectively delivering a new curriculum. Employing Kennedy’s spectrum of CPD models (2014) in parallel with the STiCC framework, we offer approaches to CPD which may be helpful during periods of change. The discussion points to the application of the STiCC framework worldwide as the necessity for reimagining CPD during curriculum reform exists globally.