Article 2011

Applying metaphors for learning to continuing professional development (CPD), in the context of a course for Special Educational Needs Coordinators (SENCOs)

PS
Pearson, Sue E.
 SP
Scott, Phil H.
 SD
Sugden, David A.
Journal of Research in Special Educational Needs
Journal · Vol. 11 · Issue 1 · pp. 42-54
Abstract

The literature suggests that understandings of teaching and learning can be classified around two metaphors: acquisition and participation. It is further argued that neither metaphor is sufficient and that both are necessary. Drawing on material from a larger study related to the professional development of Special Educational Needs Coordinators, the paper uses concept maps and the associated interviews to explore the understandings of the course participants and changes in their conceptualisation over time. The data reveal that individuals do draw on both metaphors and that their progress can be viewed in terms of both acquiring knowledge and also progress from 'novice to expert.' If teaching and learning, and participants' progress are viewed in this way, there are implications for course development and evaluation. Some of these are considered. © 2010 The Authors. Journal of Research in Special Educational Needs © 2010 NASEN.

Keywords

Author Keywords

continuing professional development Metaphors SENCOs

Index Keywords

Author Affiliations
School of Education, University of Leeds, Leeds, West Yorkshire, United Kingdom
Funding & Acknowledgements
No funding information
References 10 References
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