Supporting Teacher Agency and Aesthetic Experience for Sustainable Professional Development
Bibliographic Data
| ID | 22041838 |
|---|---|
| Authors | Martin James Hoskin (0009-0000-1424-2068, University of Portsmouth, corresponding author) |
| Year | 2025 |
| Volume | 15 |
| Issue | 9 |
| Pages | 1130 |
| Publication date | 2025-08-30 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15091130 |
| OpenAlex | W4413895302 |
| Language | EN |
| Citations received | 1 |
| References cited | 33 |
Significant time, money, and energy are invested in Continuing Professional Development (CPD) across Further Education (FE) colleges in England, with the aim of enhancing teaching strategies, sharing “best” practices, and improving educational quality. Despite these intentions, practitioner perceptions of CPD’s value remain mixed, highlighting concerns about the effectiveness of current approaches. CPD managers often face competing financial and operational demands, alongside pressure to comply with external requirements, resulting in CPD that is frequently instrumental, mandatory, and delivered through one-off events. These practices reflect a data-driven, prescriptive management culture that prioritizes measurable outcomes over meaningful educational experiences. Consequently, teachers are compelled to demonstrate compliance within a system where accountability is unevenly distributed. This medium-scale, multi-method practitioner research study investigates how such compliance-driven CPD practices divert attention and resources from genuine educational improvement. This study explores an alternative model of CPD rooted in teacher agency and enriched through engagement with the arts and aesthetic experiences. Drawing on surveys, semi-structured interviews, critical incidents, and narrative accounts, the findings suggest that this approach fosters more democratic, creative, and impactful professional development. In promoting teacher agency and challenging dominant power structures, this study offers a vision of CPD that supports meaningful educational transformation, with practical examples and recommendations for broader implementation
Engineering ethics · Pedagogy · Political science · Professional development · Social science · Sociology · Sustainable development · Creativity in Education and Neuroscience · Educational Environments and Student Outcomes · Engineering · Environmental Education and Sustainability · Psychology
Beautiful Risk of Education
Models of Continuing Professional Development
Good education in an age of measurement
Teacher Agency
Gamification and student motivation
A Skin, not a Sweater
Bringing context out of the shadows of leadership
Reinvigorating the Desire to Teach
Professional Agency for Learning as a Key for Developing Teachers’ Competencies
Drama-based methodologies and teachers’ self-efficacy in reading instruction
Gamification
Teaching in a Moment of Crisis
How does the learning environment in teacher education cultivate first year student teachers' sense of professional agency in the professional community
On the Necessity of Radical State Education
The Craft, Practice, and Possibility of Teaching
Improving Impact Studies of Teachers' Professional Development
The teacher's soul and the terrors of performativity
Situated Learning
Thematic Analysis
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |