Access to Continuous Professional Development by Teachers in England

Published in: The Curriculum Journal, v. 21 no. 4, Dec. 2010, p. 453-471

Posted on on December 01, 2010

by V. Darleen Opfer, David J. Pedder

Read More

Access further information on this document at The Curriculum Journal

This article was published outside of RAND. The full text of the article can be found at the link above.

This paper sets out to investigate issues of access to continuous professional development faced by teachers in England. Specifically, the paper attempts to understand the types of CPD activities that are offered to teachers, the types of activities in which teachers participated and whether a disconnect occurs between activities offered and those needed by teachers. Further, the paper also explores the barriers to access to high quality CPD that exist for teachers at both the individual and school levels. Data for the analyses presented were collected as part of the nationally representative, "Schools and Continuing Professional Development in England--State of the Nation" research study which was funded by the Training and Development Agency for Schools (TDA).

This report is part of the RAND Corporation External publication series. Many RAND studies are published in peer-reviewed scholarly journals, as chapters in commercial books, or as documents published by other organizations.

The RAND Corporation is a nonprofit institution that helps improve policy and decisionmaking through research and analysis. RAND's publications do not necessarily reflect the opinions of its research clients and sponsors.