Golden Thread or Gilded Cage? An analysis of Department for Education support for the continuing professional development of teachers
Date: 2022
Author/s: Vare, P., Oberholzer, L., Ahmad, M. S., Durham, H., James, J., Lee, H., Linse, C., Lofthouse, R., McGrath, S., Meehan, U., Ovenden-Hope, T., Price, L., Rolph, C., Chappell, L. S., Seymour, M., Smith, R., Sturrock, S. and Watson, K
Keywords: Early Career Framework; Continuing Professional Development; Early Career Teachers; evidence base
Summary:
The report was prepared by the UCET Continuing Professional Development Forum to examine the strengths, weaknesses and unforeseen impacts of the Early Career Framework (ECF) and National Professional Qualifications (NPQs) after the first year of the ECF. Major concerns are expressed with the degree of repetition between the ECF and the Initial Teaching Training Core Content Framework, the restricted range of evidence used to support the ECF and the lack of attention to support the learning of pupils with SEND. The potential of the ECF to contribute to the retention of ECTs is therefore argued to be unfulfilled within the first iteration of the ECF.
Reference: Vare, P., Oberholzer, L., Ahmad, M. S., Durham, H., James, J., Lee, H., Linse, C., Lofthouse, R., McGrath, S., Meehan, U., Ovenden-Hope, T., Price, L., Rolph, C., Chappell, L. S., Seymour, M., Smith, R., Sturrock, S. and Watson, K. (2022). Golden Thread or Gilded Cage? An analysis of Department for Education support for the continuing professional development of teachers. Universities Council for the Education of Teachers (UCET)
