The role of central government and its agencies in the continuing professional development of teachers: an evaluation of recent changes in its financing in England

Bates, Tony; Gough, Bob; Stammers, Peter

doi:10.1080/13674589900200086

Cited by 6 publications

(4 citation statements)

References 3 publications

(5 reference statements)

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“…Therefore, concern is expressed in some quarters (Bates et al, 1999;Kane, 1998;Bolam, 2000) that the move to TTA funding of courses will have a detrimental impact on longer-term provision in undermining the more traditional HE provision for teachers' CPD. The differences, however, between the traditional academic Master's level courses and the more instrumental TTA-funded training courses have become less distinct as some HE institutions have sought recognition and funding from the TTA.…”

Section: Discussionmentioning

confidence: 99%

“…Among the institutions of higher education there was some consternation in faculties of education that the tight controls exercised by central government through the TTA over the criteria for funding would be to the 'detriment', in the longer term, of provision for teachers' CPD (Bates et al, 1999). In the light of this, some HE providers chose to revert to funding through the HEFC, rather than to comply with the funding criteria of the TTA.…”

Section: Institutional Agendasmentioning

confidence: 99%

“…Employing a framework developed by Esland (1994) it demonstrated how the economic and political agendas over two decades had led to the undermining of the autonomy of Local Education Authorities (LEAs), and an ever increasing measure of central control by the Department for Education and Employment (DfEE): with the setting of priorities in 1990 for Grants for Educational Support and Training (GEST); the requirement of the 1993 Education Act to devolve a substantial amount of the GEST grant to schools; and the increasing involvement, after 1995, of the Teacher Training Agency (TTA) in what became known as teachers' continuing professional development (CPD). The role taken by the TTA has been so far-reaching that it has been referred to as a 'paradigm shift' (Bates et al, 1999). It is instructive, therefore, to revisit the post-1997 CPD policy framework to identify the more recent economic, political, managerial and institutional agendas that have influenced CPD.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

There is nothing as practical as a good theory: an examination of the outcomes of a ‘traditional’ MA in education for educational professionals

Bird¹,

Ding²,

Hanson³

et al. 2005

Journal of In-service Education

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This article begins by examining the rationale for the recent policy changes in the criteria for funding teachers' continuing professional development. It illustrates how in the pursuit of greater national competitiveness, the 'evaluative' state has increased central control of the provision of in-service education of teachers through a specification of teachers' competencies, the criteria for funding courses and the expectation of measurable outcomes of courses in terms of pupil achievement. This policy initiative threatens to reduce the variety of provision in Higher Education for teachers' continuing professional development (CPD). In the light of what is known about what makes for effective models of in-service education for professionals the article draws on the results of a survey of a thousand Open University graduates of the MA in Education (1993-98) to evaluate the outcomes of the more traditional in-service provision over an extended time period. It demonstrates that academic courses are effective in extending teachers' knowledge, developing their skills, and offering new insights and understanding into their own educational values and the context in which they work. Moreover, in linking practice with theory, they furnish teachers with a frame of reference, such that they can tackle other exigencies as they arise. It is, therefore, an appropriate form of CPD for professionals in a post-Fordist era.

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Section: Discussionmentioning

confidence: 99%

Section: Institutional Agendasmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

There is nothing as practical as a good theory: an examination of the outcomes of a ‘traditional’ MA in education for educational professionals

Bird¹,

Ding²,

Hanson³

et al. 2005

Journal of In-service Education

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show abstract

“…CPD is indeed a complex and long-term process (Neil & Morgan, 2005) and it seems crucial not to adopt a quick fix approach (Bates, Gough, & Stammers, 1999). Harland et al (1999) emphasized the best learning is slow learning.…”

Section: Literature Reviewmentioning

confidence: 99%

A Framework on Exploring Primary School English Language Teachers’ Perceptions of their Continuing Professional Development in Malaysia

Pang¹,

Wray²

2017

AJE

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The national concern to improve in-service training (INSET) for English language teachers in Malaysia has led to the need to reshape continuing professional development (CPD). CPD providers in Malaysia tend to conduct training using the cascade model and teachers are hardly consulted about their needs or learning preferences. This is likely to have a significant impact on the quantity and quality of INSET for teachers in a top-down national priority driven system. The research to be reported in this paper focuses on the perceptions of a group of Malaysian primary school English language teachers of their INSET experiences, the CPD models they prefer, and their perceptions of the effect of CPD on their classroom practice. The research also aims to identify their future expectations of INSET in terms of their professional development needs and their pupils' needs. Qualitative survey research was undertaken using profile questionnaires, focus group interviews and individual interviews, followed by an online survey of all research participants. The researcher followed the CPD journey of three groups of primary school educators, selected using convenience sampling and purposeful sampling. This paper suggests a framework to investigate teachers' views about their needs. This would shed light on how CPD providers can enhance teachers' professional development and thus student achievement.

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From an age of measurement to an evidence era? Policy-making in teacher education in England

Helgetun

Menter

2020

Journal of Education Policy

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The role of central government and its agencies in the continuing professional development of teachers: an evaluation of recent changes in its financing in England

Abstract: Stammers (1999) The role of central government and its agencies in the continuing professional development of teachers: an evaluation of recent changes in its financing in England,

Cited by 6 publications

References 3 publications

There is nothing as practical as a good theory: an examination of the outcomes of a ‘traditional’ MA in education for educational professionals

There is nothing as practical as a good theory: an examination of the outcomes of a ‘traditional’ MA in education for educational professionals

A Framework on Exploring Primary School English Language Teachers’ Perceptions of their Continuing Professional Development in Malaysia

From an age of measurement to an evidence era? Policy-making in teacher education in England

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