Finding Nemo: The importance of a research community for Doctoral researchers

IPDA England is aiming to provide a series as blogs over the summer from its IPDA England committee to outline the work that the committee is undertaking, and to encourage colleagues to engage with our work. Derek Boyle shared his Read more…


Grassroots CPD a powerful force to meet individual professional learning needs

Authors: Lizana Oberholzer, Richard Holme, Hannah Robertson and Mag Amond As part of IPDA England’s focus, during this academic year, we explored the key characteristics of continuous professional development (CPD), by discussing the UCET Discussion Paper, by Vare et al Read more…


What are the key characteristics of CPD?

Male High School Teacher Standing Next To Interactive Whiteboard And Teaching Lesson

IPDA England plans to host a debate exploring the UCET CPD discussion paper focusing on what the key characteristics of CPD are. The event takes place on the 17 April 2021 in collaboration with the University of Wolverhampton. Linda Devlin will Read more…


Teaching inside the glass cage

Becoming formalised only in 2000 (Mahoney and Hextall, 2001), the performance management of teachers has intensified dramatically. Where once teacher effectiveness was judged upon classroom observations during internal inspection weeks and exam results, now the means by which teachers are Read more…


Creating a Profession of Master and Doctoral Educators with IPDA

Over the past 50 years my professional learning as a teacher and educator, in secondary schools and University Departments of Education in England, can be understood as a process of creative compliance in responding to my experience of being a Read more…


Teacher Inquiry: Proactive Professionalism in the Age of Accountability

Are teachers in England becoming mere technicians whose role is to ‘deliver’ the curriculum using ‘evidence-based best practice’? Commentators such as Stephen Ball have argued strongly that this is the direction of travel (2010). I feel more optimistic about the Read more…


What professional learning and development do school-based teacher educators need?

There is an assumption by some who do not have direct experience of initial teacher education that any teacher can be a teacher educator, and that induction and professional development are not essential. However, the complexity of the role and Read more…


Reaching Your Peak: will you stay long enough to find out how good a teacher you could be?

The rate of early departures from teaching in England are a regular cause for concern in the press. Most of the news stories – and accounts of research – place the drop-out rate at between 40% and 50%, depending on Read more…