ABSTRACT
Opportunities for Continuing professional development and ongoing development, which can bring satisfaction as teachers become more knowledgeable and competent, vary from school to school, region to region and country to country. Consider how relationships might change if teachers are working in the same school or organisation in which they undertook their initial teacher education (ITE) – they are no longer a student teacher, so the support they may have been used to is unlikely to be there. Refer back to targets for development that teachers might have identified at the end of their ITE programme through their career entry development profile or beginning teacher transition plan. Teachers need to continue to develop their knowledge skills and understanding in relation to teachers’ standards and competencies. The chapter also presents an overview of the key concepts discussed in this book.
