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Developing a model for effective large-scale continuous professional development (CPD) for teachers remains a significant obstacle for many governments worldwide. This article describes the development and evolution of Vital—a CPD program designed to enhance the teaching of information communication technology in state-funded primary and secondary schools in England. The article concludes that the success of the program comes from its innovative bottom-up response and reconceptualization of CPD as being more than just externally designed courses. The program encourages and responds to teachers' reflective practice matching the teaching and learning demands of the twenty-first century.
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Bradshaw et al. (2012) studied this question.
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