It is true that CPD needs to be reflective and designed to improve an individual’s attributes, knowledge, understanding and skills. There are several reasons why this is true. Firstly, a good CPD program will include “discussions with colleagues or pupils to reflect on working practices.” (TDA-CPD Guidance, 2013) Such a reflection at the outset will help measure its relevance to the participants. Next, it will also help denote learning objectives and design apt teaching strategies toward attaining those objectives. Just as reflective activity is integral to CPD during the event, it is also important afterwards. Herein, participants “may need time to reflect on what they have learnt and what the impact may be – this could be on their own or with others. Colleagues or children and young people in the school may be able to play a part in this collaborative reflection.” (TDA-CPD Guidance, 2013) Hence it is clear why reflective activity is a crucial part of CPD.
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