Between 2018 and 2020, eight teachers were involved in a two-year programme of visual-arts focused Creative Professional Development (CPD), delivered in partnership by the organisation Berwick Visual Arts (BVA) and Northumbria University. The overall challenge was to increase cultural leadership; with broader aims to engage North Northumberland schools with BVA and to identify and understand the value of cultural engagement by creating specific artist-led programmes for teaching and learning. Contributing new insight into teacher learning, along with fresh understanding of the challenges schools face in relation to engagement with cultural learning activities, the research informing this article draws upon individual perspectives during which the provision of cultural learning within Berwick primary settings is explored. Data was collected over a two-year period, from five CPD sessions, along with action research, a focus group and semi-structured interviews with the participating teachers. This article includes extracts taken from the teachers’ reflections; these give insight into the programme’s impact and highlight the importance of confidence, along with the barriers that make cultural learning difficult to embed across schools. Their reflections reveal heightened confidence as a result of the CPD along with positive impact for pupils and the wider school community. The article concludes with recognition of the potential of the cultural sector to broker opportunities and to work closely with school leadership to develop approaches that align with curriculum and Ofsted priorities, along with suggestions for future support and best practice that can also be applied in a wider context.

中文翻译：

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创建 Aspire Transform：创意专业发展 (CPD) 如何支持学校的创意文化学习？

在 2018 年至 2020 年期间，八名教师参与了一项为期两年的以视觉艺术为重点的创意专业发展 (CPD) 计划，该计划由伯威克视觉艺术 (BVA) 组织和诺森比亚大学合作提供。总体挑战是提高文化领导力；更广泛的目标是让北诺森伯兰的学校与 BVA 合作，并通过创建特定的艺术家主导的教学计划来识别和理解文化参与的价值。为教师学习提供新的见解，以及对学校在参与文化学习活动方面面临的挑战的新理解，本文的研究借鉴了个人观点，在此期间探索了在伯威克小学环境中提供文化学习。数据是在两年内收集的，来自五个 CPD 会议，以及行动研究、焦点小组和与参与教师的半结构化访谈。这篇文章包括摘自教师的反思；这些可以深入了解该计划的影响，并强调信心的重要性，以及使文化学习难以融入学校的障碍。他们的反思表明，CPD 增强了信心，并对学生和更广泛的学校社区产生了积极影响。文章最后承认文化部门在促成机会并与学校领导层密切合作以开发符合课程和 Ofsted 优先事项的方法的潜力，