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Changes in funding, the growing focus on school improvement and the
rise of OFSTED and TTA and school-funded inservice education and
training have meant that educational institutions must recognize
the need for coherent planning for continuing professional
development. Contrasting developments in Britain with those in
other countries, this work seeks to help readers to develop a
deeper understanding of professional development to apply to their
own situations. It covers the changing educational market, the
effects of national and school policy developments, and how to
establish a professional development culture and assess its impact.
This work evaluates and attempts to produce a model for effective
professional development. It contrasts the work in Britain with
that in other countries, with case studies and exercises to
illustrate points, highlighting good practice.
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