Early Career Continuing Professional Development (CPD)

This qualitative research by the NFER looks at evidence on the development needs of early career teachers (ECTs) and effective practice in meeting needs. It explores the support required by teachers in their early careers and good practice in CPD for early career teachers. The study revealed that new teachers commonly experience 'practice shock' when beginning to teach and need support from colleagues to help them acclimatise to the reality of work in schools. Leadership Briefing 13.03(147)

Recent educational policy announcements suggest there is an increasing recognition of the need to strengthen teacher training and CPD. These set out a range of commitments. These included: ensuring all new teachers have the right support in place at the beginning of their careers by increasing the length of the induction period from one to two years; developing an Early Career Framework of support and mentoring for all NQTs; and supporting the development of new specialist qualifications for experienced classroom teachers. 

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