ABSTRACT
Attempts to measure the impact of CPD are fraught with difficulties: evaluations have invariably been reliant on participants’ self-reports and reviews (Bradley and Howard, 1992; Halpin et al., 1990; Law and Glover, 1993; Triggs and Francis 1990). While the evaluation of training is a relatively longstanding practice, it remains notoriously problematic to capture an independent assessment of the impact of INSET on teachers’ practice within classrooms. Efforts to measure the impact of teachers’ CPD experiences on their students’ learning present an even more complex set of problems.
