Teachers' perceptions of the impact of CPD: an institutional case study ed

This research project investigated primary and secondary school teachers' perceptions of the impact of continuing professional development (CPD) at the individual, classroom and organisational levels. The perceptions of the head teachers of staff involved on these programmes were also elicited. Data were collected using questionnaire and interview instruments, and involved teachers who have been studying on MA and BA Education programmes in Anglia Polytechnic University's School of Education. Findings indicated that teachers perceive significant gains from accredited CPD in relation to professional reflection and knowledge, confidence, articulating practice at higher cognitive levels, improving classroom management and professional discourse. Teachers perceived significant impact on pupils' achievements in the longer term, but this raised the issue about providing evidence in support of this judgement. The impact of new learning from CPD at the organisational level appears to be less significant.