Identifying teacher needs and preferences in accessing professional learning and support

Results of research conducted to inform design of a professional development package for teachers involved in a preventative education, ‘Keeping Safe’, pilot (currently being evaluated via Randomised Control Trial) in Northern Ireland primary schools are presented. SNAP online survey technology was used to gather the views of 318 mainstream and special school teachers. Twenty-nine multiple choice questions explored teachers’ professional experience, access to professional development, learning style preferences and experiences of e-learning. Results were analysed using SPSS. Almost all teachers reported engaging with professional development; however, respondents were most likely to access forms of development that are less associated in research with improved teaching practice and student outcomes (courses, workshops, conferences). Collaborative (group work, interactive sessions, cluster groups, coaching and mentoring) and interactive (self-reflective, discussion and debating, use of case studies) approaches were typically preferred but were only accessed by a minority. Existing web-based development platforms were used infrequently, despite most teachers reporting some capability with e-learning. The identified gap between teacher preferences and capabilities regarding professional development and actual practice is consistent with previous research. Recommendations are made for design of a ‘Keeping Safe’ development package aligned to teacher preferences and grounded in research on effective teacher professional development.