A case study of the impact of credit bearing programmes relating to teachers from one institution of higher education

Abstract

A key component of school improvement initiatives has been the professional development of teachers. However, relatively little work has been undertaken to explore the contribution made by programmes in higher education in the professional development of teachers and their institutions. This is despite some considerable doubt raised by some writers and official policies. This research focuses upon the evidence for impact, the conditions that contribute to that impact and an analysis of the role of HE in the professional development of teachers in the context of school improvement. The research is a case study of one institution. A naturalistic and interpretative approach is adopted, portraying the views of participants on the APU programme. Data is collected through semi structured interviews and supported by observation, documentary analysis and Ofsted reports. The research concludes that impact is widespread and ubiquitous, and that conditions are found in individual motivations, within schools and within the HEI provider. This leads to a conclusion that care for the whole system of education, including the university sector is essential for developing continuous improvement. In particular, the way the profession values academic awards, and the inherent qualities of critical reflection, research, and analysis that the awards represent are shown to be an important factor or condition in assessing 'impact'