teachers like cpd
By
Ruth McGuire
NFER Survey
Teachers really value CPD, according
to a survey carried out by NFER (National Foundation for Educational Research).
According to the survey conducted during the summer term last year, teachers want
to continue to update and develop their skills and knowledge for their own benefit
and that of their pupils. The survey identified common factors between what teachers
describe as 'best examples of good practice' and 'overall factors contributing
to effective professional development'. Respondents in the
survey said that they want training and development activities which are focused,
well-structured, presented by people with recent and relevant knowledge and which
provide opportunities for active involvement. Although teachers value their professional
development, they were reluctant to give up time for development activities which
did not satisfy their definition of quality. The pressures teachers face in responding
to new initiatives and new responsibilities were acknowledged in the survey. Key
factors underlying good practice in the provision of CPD were:
- opportunities for sharing ideas
- relevance
of content for teachers' needs
- opportunities for 'hands-on'
practical experience
- well structured and focused sessions
- good delivery by presenters presenters who have recent
and relevant experience
Poor CPD
Two features
of 'bad practice' in CPD were 'inappropriate or irrelevant content' and 'poorly
planned and badly focused courses'.
The kinds of activities undertaken by
survey respondents include subject and curriculum, assessment, pastoral, support
for specific groups and management. The most frequently mentioned CPD activities
were training for the Literacy and Numeracy Hours, the development of knowledge
in teachers' own subject area, the use of ICT and the Internet in the curriculum,
assessment and support for pupils with SEN and leadership skills.
About a
third of the CPD activities were described as courses. In-school activities were
also popular. Primary staff were more likely to use LEA led staff development
activities whilst secondary schools were more likely to use consultants than primary
schools.
A full report based on the survey has been submitted to the GTC.
A summary of the report CPD: Teachers' Perspectives is available from the NFER
on 01753 574123 . Ruth McGuire is Editor of CPD Update
© 2000 Optimus Publishing Limited To order your
sample copy of CPD Update go to: www.optimuspub.co.uk
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