Vivienne Porritt reviews this CPD manual and inds much that will be of use to practitioners.
In this article Alice Major gives a description of the Government’s Fast Track Teachers initiative, run by the NCSL, and illuminates this with some personal testimonies.
Gillian Tricoglus gives a comprehensive account of the support and development arrangements for Higher Level Teaching Assistants and identifi es issues to be addressed if we are to make the best use of these professionals.
David Leat describes how the “locus of control” was given back to teachers through collaborative action research. His investigation shows the vital link between teachers’ “learning space” and their professional development.
Teacher training within schools is desirable but not unproblematic. David Johnston’s research examines the diffi culties trainee teachers encounter and the effect on their professional learning.
Patrick Couch describes the fl exible personalised approach to continuing professional development at Sandwich Technology School and the direct gains it has made to improvements in the classroom.
Sue Kelly gives a practitioner guide to the induction year and shows that it can be a rich opportunity for shared learning between mentors, tutors and the newly qualii ed teachers themselves.
Paul Miller spotlights the failure to integrate overseas trained teachers into the norms and culture of UK teaching. He argues from an inclusive and multi-faceted approach, involving all parties.
Magnus Persson describes the fi ve dimensions that the Learning Teacher Network has identifi ed to scope out the new role of the teacher and lays down ten radical recommendations to challenge and transform teacher development and practice throughout Europe.
Graham Handscomb heralds the rise of futures thinking and its implications for a transformed school workforce and fundamental reform of professional learning, teaching and educational leadership.
