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The management of continuing professional development in General Further Education Colleges when intentionally aiming to improve Ofsted inspection from an ‘inadequate’ or ‘requires improvement’ grading to ‘good’.
Flanda, Wilfrid, T
Flanda, Wilfrid, T
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2018-09
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Abstract
The area of teachers’ continuing professional development (CPD) is in the spotlight.
This study considers the range of CPD opportunities that are implemented for teachers in
General Further Education Colleges (GFECs) following an “inadequate” or “requires
improvement” Ofsted inspection in order to achieve a future grading of “good”. The study
draws on specific theoretical insights from the literature concerned with teacher professional
development in the Further Education (FE) sector. In doing so, the study evaluates the
spectrum of CPD models that were on offer within eleven GFECs that took part in the study
by using a constant comparative approach. Using data generated from the eleven GFECs and
also Kennedy’s (2014b) framework of CPD models as a lens for analysis, I identified five CPD
models, which I then classified in relation to their top-down or developmental approach, and
also the extent to which the activities identified underpinned professional autonomy and
transformative practice. Using CPD as the point of analysis, the study investigates eleven
GFECs, and whether the approach taken by the various colleges, prioritises individual or
collective development. It then goes on to examine the contribution of resources, roles and
responsibilities of individuals and teams within the particular context in which they operated.
The findings generated from this study argue that continuous improvement is the result of a
change in culture that is initiated by the Senior Leadership Team (SLT) and middle managers,
and the success of this cultural change hinges on a series of mechanisms that support the
achievement of “higher standards” in teaching and learning.
Citation
Flanda, W, T. (2018). The management of continuing professional development in General Further Education Colleges when intentionally aiming to improve Ofsted inspection from an ‘inadequate’ or ‘requires improvement’ grading to ‘good’ (Doctoral thesis). University of Chester, UK.
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University of Chester
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Thesis or dissertation
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en