Many primary schools see the teacher training landscape as “fragmented or incoherent”, with academisation and training reforms leaving “cold spots”.
A University of Nottingham report published on Thursday said government efforts to tackle such issues – through its teaching school hubs, opportunity areas and now education investment areas – had not yet been “comprehensively evaluated”.
The authors found some areas see schools collaborate locally over continuing professional development and learning (CPDL), and hubs are widely used – but other areas are “balkanised”.
The report, titled “Local learning landscapes: exploring coherence, equity and quality in teacher professional development in England”, is based on 82 interviews with primary leaders, maths leads and teachers about use of maths hubs in three areas.
