Considerable time is spent delivering continuing professional development (CPD) in schools and colleges with the routine expectation that staff will not only engage, but also be able to improve their practice based on their experiences of CPD. The general purpose of CPD is to develop effective teaching and learning strategies, share good practice and improve the overall quality of provision. However, the value placed upon CPD by practitioners is mixed. This raises questions of whether traditional approaches to CPD are working for all.
