Ince, Amanda; Bubb, Sara; (2023) Teachers' learning and development in England: Complexity and challenges. In: Jones, Ken and Ostinelli, Giorgio, (eds.) Innovation in Teacher Professional Learning in Europe: Research, Policy and Practice. Routledge: London, UK.

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Abstract

This chapter begins with an overview of the English context and then discusses key issues influencing the professional development landscape currently in England of learning versus development, professionalism through which themes of attrition, workload, standards, inspection, and wellbeing run. These issues are illustrated with examples of innovative reforms and practices. Whilst England, Ireland, Scotland, Wales and Northern Ireland are all part of the United Kingdom, each has its own education system and governance arrangements ( Woods et al. , 2021). The result is complexity at every level and in every way. In England, there are different types of school, routes into teaching, providers of professional development and interpretations of professional development and learning. A confusing variety of terms is in use: professional development, CPD (continuing professional development), inset, training; professional learning and development, professional learning. Although there is similarity, there are subtle and sometimes significant differences between how people use these terms and this is significant because it can influence teachers’ attitude, agency and understanding of its purpose. Some see it as activities that teachers do or which are ‘delivered’ to them in a transmissive model from expert to teacher; others see it as learning on the part of teachers with varying degrees of agency (Margolis & Strom, 2020) and others focus on the impact on pupils.

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