NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ907214
Record Type: Journal
Publication Date: 2010-Dec
Pages: 19
Abstractor: As Provided
Reference Count: 56
ISSN: ISSN-0958-5176
Access to Continuous Professional Development by Teachers in England
Opfer, V. Darleen; Pedder, David
Curriculum Journal, v21 n4 p453-471 Dec 2010
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). (Contains 6 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)