Greany, T; Cordingley, P; Crisp, B; Seleznyov, S; Bradford, M; Perry, T; (2018) Developing Great Subject Teaching: Rapid Evidence Review of subject-specific Continuous Professional Development in the UK. Wellcome Trust: London, UK.

Text Developing Great Subject Teaching w authors.pdf - Published Version Access restricted to UCL open access staff Download (2MB)

Abstract

This rapid review explored evidence about the extent, nature and impact of subject-specific continuing professional development (CPD) for school teachers in primary and secondary schools in the UK. The report summarises the findings and also draws out common barriers and examples of how different schools and school systems across the four UK nations are overcoming these. These findings are compared with practices in high performing countries and with evidence from research reviews about the effectiveness of CPD, including an umbrella review undertaken by the same research team for the Teacher Development Trust (Cordingley et al, Developing Great Teachers, 2015). Subject-specific CPD is defined in terms of programmes and activities which focus on enhancing teachers’ understanding of the subjects they teach (i.e. subject knowledge); how pupils learn in those subjects and how to teach them (sometimes called pedagogic content knowledge); and/or helping teachers to understand how generic CPD might apply to specific learning issues in the subjects they teach, in explicit and structured ways.

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