The nature and outcomes of PGCE Plus as a model for teacher professional development

Abstract

The present study examines an innovative attempt to address national priorities with regard to subject (Mathematics and Science) and the needs of gifted and talented pupils.The initiative, PGCE Plus, was at the transition from initial qualifications and the domain of CPD, occurring in the summer immediately following qualification as a teacher and during the first two years of practice. The paper explores the evidence for the success of PGCE Plus pedagogically, and as a model addressed to both participants' needs and national priorities in a context of educational change. 3The Nature and Outcomes of PGCE Plus as a Model for Teacher Professional Development

The landscape of gifted and talented education in England and Wales: how are teachers implementing policy?

“…Occasional papers were available from the National Academy for Gifted and Talented Youth which include Neelands, et al (2006) and Robinson, Campbell and Mazzoli, (2006). Hartas et al's (2009) paper addresses the needs of gifted and talented students with specific focus on mathematics and science from a professional development angle. Research on practical aspects of provision for the gifted and talented, published by Oxford Brookes University (Westminster Institute of Education, 2010), and the systematic review of research on 'what works' in educating gifted and talented students carried out by the EPPI-centre (Bailey et al, 2008) are other publications which address the practitioners' needs.…”