Teachers' professional development is haphazard, poorly planned and poorly assessed, research has concluded. Academics from Cambridge University and the Open University conducted a survey of 1,126 teachers to determine what professional development they were being offered. Teachers reported that programmes were often erratic - those in their first years were far less likely to be offered the chance to go on courses than older staff - while only six per cent had attended the demonstration of a new lesson or skill in the previous year.
Log in or register for FREE to continue reading.
It only takes a moment and you'll get access to more news, plus courses, jobs and teaching resources tailored to you