Professor Steven Higgins, Philippa Cordingley, Professor Toby Greany and Professor Robert Coe
Written by researchers from Durham University’s Centre for the Use of Research and Evidence in Education (CUREE), and UCL Institute of Education, this report argues that good CPD not only improves teacher practice, but also improves outcomes for pupils.
In line with other research, in finds that long-term CDP is more effective than ‘one-off’ training events, and that teachers should be except the same considerations they would give their pupils: an ability for CDP to ‘adapt’ to the needs of the learner, rather than a one-size-fits all approach.
It concludes that the content of effective professional development should involve both subject knowledge and subject-specific pedagogy, with activities that help teachers to understand how pupils learn, generally and in specific subject areas. Teachers should be empowered through collaboration and peer learning; they should have opportunities to work together, try out and refine new approaches, and tackle teaching and learning challenges in a supportive environment.
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