Major educational reform initiatives in England since 1988 have been based on a technicist
view of curriculum and teaching which assumes that change can be 'delivered'in a linear …

Major educational reform initiatives in England since 1988 have been based on a technicist
view of curriculum and teaching which assumes that change can be 'delivered'in a linear …

In recent years there have been changes made to the conceptualisation of continuing
professional development for teachers in both the Scottish and English systems of …

This paper reports findings from an evaluation of a national continuing professional
development (CPD) programme for teachers in England. Data showed that the localised …

This article explores some of the neglected and unintended consequences of recent
legislation in England and Wales designed to reform both education in schools and teacher …

T his article considers the issue of practising educators continually learning to perform more
effectively. The emphasis is on professional development as a self-directed rather than an …

This article sets out to examine the role of teacher research and enquiry in the professional
development of teachers. The context derives from the initiative of the Scottish Executive to …

This article focuses on the planning and organisation of teachers' continuous professional
development as part of the nationally representative Schools and Continuing Professional …

In this paper we develop a socio‐dynamic account for the impact of continuing professional
development (CPD) on practice. The model we propose for changing practice challenges …

This study is an empirical account of the professional development (PD) practices that
constituted part of the work of a group of teachers and school-based administrators working …