Applying metaphors for learning to continuing professional development (CPD), in the context of a course for Special Educational Needs Coordinators (SENCOs)j rs3_1186 42..54
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
