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dc.contributor.authorHafiz, Rania
dc.contributor.authorJones, liff
dc.contributor.authorKendall, Alex
dc.contributor.authorLea, John
dc.contributor.authorRogers, James
dc.date.accessioned2009-01-15T15:50:02Z
dc.date.available2009-01-15T15:50:02Z
dc.date.issued2008
dc.identifier.citationUCET Occasional paper no.18.
dc.identifier.isbn9780903509855
dc.identifier.urihttp://hdl.handle.net/2436/47556
dc.description.abstractThe 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.
dc.language.isoen
dc.publisherLondon: UCET (Universities Council for the Education of Teachers)
dc.relation.urlhttp://www.ucet.ac.uk/1110
dc.subjectTeacher education
dc.subjectCPD
dc.subjectContinuing Professional Development
dc.subjectFurther education
dc.subjectHigher education
dc.titleCPD for Teachers in Post-compulsory Education.
dc.typeWorking paper
html.description.abstractThe 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.


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