The professional development needs of early-career teachers in Scotland

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This paper, published in 2013,  draws on a research project commissioned by Learning and Teaching Scotland (LTS), the curriculum and inspection body for school education in Scotland. The project sought to identify the specific professional learning needs of teachers in years two to six of their careers, that is, in the period after the induction year, but before they would become eligible to embark on the chartered teacher scheme.

While the particular career structure that underpinned the project is specific to the Scottish context, the early professional learning, or post-induction phase is of interest and relevance beyond Scotland.

The project reported was designed around the following six objectives:

  1. To seek the views of teachers in the post-probationary period of years two to six of their professional life on effective CPD they have received and to identify best practice modes and models of delivery
  2. To seek teachers’ views on their CPD needs
  3. To seek teachers’ views on the relative priorities of their CPD needs
  4. To seek teachers’ views on barriers to their participation in CPD and make recommendations on how these barriers might be overcome
  5. To compare the views of these teachers with the views of other stakeholder groups such as head teachers, local authority employers and experts in CPD
  6. To develop recommendations that can be used by LTS to guide the development of future programmes of CPD support

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