July 27, 2021
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…
March 31, 2021
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…
April 26, 2016
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…
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…
February 2, 2016
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…
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…
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…
