Sharing Student Projects

The consensus that CPD is key to school reform means that it is necessary to investigate teacher experiences of and attitudes towards CPD. The definition of CPD is contested in the field, and there are debates as to whether it should be evidence-based, internal or external to the school, time-rich or time-poor, and if it really improves student outcomes. Despite these conflicts, research reveals that teachers of all career stages are rarely asked about their views on CPD even though they are the participants of it. Therefore, this thesis presents the findings of a pilot case study (undertaken within approximately 7 months by a researcher-practitioner in a North-West England academy) of 8 purposively sampled participants which assesses how teachers of all career stages feel towards the CPD they experience as part of their professional work. After thematically analysing data generated generating through questionnaires and interview, the study reveals that teachers have varying, inconsistent CPD experiences. Nonetheless, teachers view CPD as a vital tool to improve as a professional and their desire for good CPD rarely wavers across career stages. Teachers admit to external influences like time and psychological pressures impacting their attitudes towards CPD, but still viewed CPD as something which can, and should, benefit them. Teachers seemed to value colleague-to-colleague support above all else – even their strong desire for CPD that helps them achieve day-to-day tasks. This suggests that all teachers should have a mentor/coach style support, allowing colleagues to support and challenge each other to create the best CPD. The disparities between teachers at different career stages also revealed that CPD should be monitored across one’s career, allowing it to shift to cater to individual, ever-changing needs. Ultimately, the study reveals that to become the best practitioners, teachers need bespoke CPD that caters to individual needs.

Visual depiction of impact is provided: