The last few years have seen an unprecedented level of activity in regards the education, training and development of teachers in the post-compulsory sector. These stem, to an extent, from the Government's reform programme outlined in the 2004 "Equipping our Teachers for the Future" white paper. But it also comes from the professionalism that exists within the teaching force, its professional associations and in the organisations and institutions that oversee and deliver training programmes for prospective and serving teachers. The purpose of this position paper is fourfold: Firstly, it seeks to provide a summary and critical analysis of the complex and inter-related changes that have taken place in recent years. Secondly, it identifies some examples of good practice in regards CPD and how the "impact" of such practice might be assessed. Thirdly, it proposes the adoption of an entitlement statement that sets out the support teachers in the sector should expect to receive in respect of their continuing professional development. And, finally, it lists some firm recommendations that we would like government agencies, professional associations, universities and others to take on board.

This series: The aim of this set of books is to combine the best of current academic research into the use of Communities of Practice in education with "hands on" practitioner experience in order to provide teachers and academics with a convenient source of guidance and an incentive to work with and develop in their own Communities of Practice. Volume 1 deals principally with the issues found in co-located Communities of Practice, while Volume 2 deal principally with distributed Communities of Practice.

This article examines the expectations and experiences of staff new to the FE/HE sector. The research involved the use of focus group interviews supported by a questionnaire. Key findings of the research indicate the pervasiveness of managerialism and the intensification of labour across sectors. Findings also suggest that there is a blurring of the division between labour processes within the new University and FE sectors, and a shared discourse about learners and their expectations of learning. Orientations to research were differentiated within and across the sectors, and those new to FE were largely unaware of the thrust towards the development of practicebased/evidence-based research.