Authentic Tasks and Authentic Experiences: Two Dimensions for Delivering Effective Professional Development

Drawing on longitudinal research into the delivery of effective continuing professional development workshops, we present the case that whilst workshops lead to a positive learning experience and to participants achieving intended learning outcomes, they do not result in a sufficient number of participants putting their learning into practice. We draw upon Aristotle’s distinction between acquiring knowledge and developing practical wisdom to critically discuss possible explanations for the relatively low implementation rates of workshop learning. On the basis of this discussion we make practical recommendations for supplementing professional development workshops with in situ training to address the need for authentic professional learning.