Voices From the Staffroom: Impacts of Further Education Policy on CPD in the Sector ¹

Abstract

This chapter discusses the findings of doctoral research into further education lecturers' and middle managers' perceptions of how Continuing Professional Development (CPD) in the sector is planned and implemented. Thematic analysis revealed that mandatory CPD is perceived to: involve conflicting purposes between those planning it and its recipients (deriving from divergent understandings of professionalism and the role of CPD among stakeholders); and be characterised as mostly generic, didactic, and ineffective, leading lecturers to compensate by engaging in additional, separate forms of CPD. This chapter demonstrates the value of practice-based doctoral study in enabling the voices of educators to be positioned at the centre of an exploration of their own professional learning.

Citation

Goldhawk, A. (2024), "Voices From the Staffroom: Impacts of Further Education Policy on CPD in the Sector ¹ ", Waller, R., Andrews, J. and Clark, T. (Ed.) Critical Perspectives on Educational Policies and Professional Identities, Emerald Publishing Limited, Leeds, pp. 121-138. https://doi.org/10.1108/978-1-83753-332-920241008