The Professional Development Business: school evaluations of LEA and higher education INSET provision

Against the background of high profile changes in schools and initial teacher training, this article summarises the first results of longitudinal survey research (conducted in the summer terms, 1993 and 1994) which focuses on changing attitudes to and patterns of professional development, its organisation and developing management at school level. The aim of the research was to highlight developing issues in this much neglected, but increasingly important area, particularly in the context of a renewed recognition of the continuum of teacher development – from initial training, through induction to INSET. Results suggest that a complex transitional process is underway, whereby schools are coming to identify a common set of criteria for judging the relative strengths of LEAs, higher education and private providers as delivers of INSET and consultancy. Accompanying increasingly discerning judgements, schools are recognising limitations in delegated choice‐making and funding. The research also raises Issues about the coordination, funding and management of INSET as schools attempt to balance three‐way tensions between development for professional (often curriculum‐focused) support, individual need and whole institutional requirements.