Reviewing Kennedy's Models Of CPD and the Relevance in TEL

Ryan Williams, M. Shah Kamarulzaman, Kimberly Morton Cuthrell

Research output: Contribution to journalArticlepeer-review

80 Downloads (Pure)


Educators are under increasing pressure to incorporate new kinds of pedagogy while also changing their teaching methods. In the literature, there is a strong debate about whether CPD should be handled by the organisation or by the individual. When thought is applied to CPD, it can appear complex, resulting in educators not partaking in CPD. Teachers report that CPD can be organised in a variety of ways, but determining the best suited model is difficult. Kennedy (2005) suggests nine categories for categorising CPD. These categories describe possible knowledge acquisition locations and discuss how they could be adopted and investigated. The following review will critique Kennedy's models of CPD and its appropriateness for TEL.
Original languageEnglish
Pages (from-to)28-34
JournalAsian journal of advances in research
Issue number1
Publication statusPublished - 7 Jul 2022


Dive into the research topics of 'Reviewing Kennedy's Models Of CPD and the Relevance in TEL'. Together they form a unique fingerprint.

Cite this