ABSTRACT
In the United Kingdom (UK), a plethora of policy-driven initiatives, including the prescription of standards, enhanced self-management opportunities, organisational restructuring, professional development of staff and statutory interventions such as literacy developments, have underlain recent pressure and support by central government intended to raise the quality of teaching and learning in classrooms and, hence, standards in schools and colleges. Given that effective teachers are key determinants of successful learning, it is not surprising that some government initiatives have been directed at the management of teachers’ performance and at supporting them in their professional development. Teachers are required to be competent in practice having mastered a body of knowledge. It is reasonable to assume that over time additional professional development inputs will be required to maintain the required professionalism. Professional development is regarded as an essential component in maintaining and advancing individual personal and professional abilities (see Friedman and Phillips, 2001).
