CPD, knowledge services and research

Teachers CPD – an international problem

The absence of a strong publicly stated knowledge base allows the misconception to continue that any smart person can teach. (Fullan, 1993 p. 111)

There is the need to strengthen the connection between teachers’ practice and educational research, whereby the latter informs professional practice. This requires the development of a coherent strategy for teachers to engage with educational research, which can be achieved through teachers’ continuing professional development. This argument has been reinforced by recommendations in an OECD (Organisation for Economic Cooperation and Development) examination of educational R&D in England (OECD, 2002) and internationally (OECD, 2009).

According to OECD TALIS research (2009), no country has a good solution for the provision of up-to-date continuing professional development (CPD) for teachers.

For the purposes of this chapter we identify four main purposes of CPD: 1 CPD initiated by government for whole sector change 2 CPD provided by subject associations 3 CPD initiated by schools for within school change and 4 CPD self-directed: initiated by the individual teacher for personal professional development.