The nature and outcomes of PGCE Plus as a model for teacher professional development

Abstract

The present study examines an innovative attempt to address national priorities with regard to subject (mathematics and science) and the needs of gifted and talented pupils. The initiative, PGCE Plus, was at the transition from initial qualifications and the domain of continuing professional development, occurring in the summer immediately following qualification as a teacher and during the first two years of practice. The paper explores the evidence for the success of PGCE Plus pedagogically, and as a model addressed to both participants' needs and national priorities in a context of educational change