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Partnership Around Continuous Training of Teachers

Researchers

Alex Kendall, Associate Dean of Research and Business Development, in partnership with: University of Beira Interior (Portugal), Capa Anatolio Teacher Training School (Turkey), National Institute for Training and Career Development in Education (Bulgaria), Novancia Business School Paris (France), University of Žilina (Slovakia).

Background

The PaCCT continuing professional development (CPD) framework was developed in collaboration with institutions around the EU. It was funded by the Leonardo da Vinci Partnership around the Continuous Training of Teachers (PaCCT) and arose from the lack of standardised training of teachers after they have gained their initial teacher education (ITE).

The project allowed the partners to share practice and experience through exchange visits, research and mapping of what is currently provided across Europe. The information gathered was used in dissemination events to influence local and regional decision makers in education authorities, and highlight the model of best practice.

Aims of research

PaCCT aimed to:

  • achieve a better understanding of approaches to CPD in each of the countries
  • identify and share examples of good practice
  • develop a framework for effective practice

(taken from the CPD Framework Tool document, 2013).

Method of research

The partner organisations travelled to each other's countries, visited schools and colleges, exchanged ideas and case studies and spoke to teachers. The three main strands of activity were:

  • mapping Initial Teacher Education (ITE)
  • an online survey which captured the views of 950 teachers regarding their CPD
  • interviews with 40 teachers about their experiences of ITE, CPD and their concepts of teaching
Findings

Key findings included:

  • teachers' concepts of teaching are complex and varied
  • insufficient practice during ITE
  • CPD was not embedded explicitly in ITE
  • CPD may be integrated or 'bolted on', formal or informal
  • choice of CPD may be individual or negotiated
  • motivation for CPD is wide-ranging
  • spaces and places for CPD are diverse
  • both macro and micro communities of practice were seen as high value CPD
  • impact involves immediate application of learning from CPD
Application of research

The final framework is available in the European Shared Treasure database for public viewing. Findings were disseminated in events across Europe in order to communicate the framework and best practice.

Cliff Jones, Chair of IPDA (International Professional Development Association) said of the framework: "The PaCTT team have given us not only an excellent CPD Framework Tool, based upon solid research, but in the process have provided us with an opportunity to hear the voices of teachers from different countries and cultures talking not only about their experiences of CPD but also about their professional values. Using the Framework Tool will generate more professional learning, enable us to listen to more professional voices and promote valuable international co-operation."

The development of this CPD framework aimed to address the lack of standardised training of teachers after they have gained their initial teacher education (ITE)