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- W323948146 abstract "The Higher Education (HE) accredited postgraduate funding arrangements by the Training and Development Agency (TDA) for schools in England has been radically changed through the introduction of a new scheme called Postgraduate Professional Development (PPD). The PPD requires all HE providers in England to produce an annual report on Impact-related field evidences drawn from teachers' practice in schools. This led to the UK’s Universities Council for the Education of Teachers (UCET) to set up a Special Interest Group (SIG) looking into the issues of impact related research. Many Continuing Professional Development (CPD) programs offered through UK universities have consequently championed the concept of Professional Learning within the workplace and have redesigned their postgraduate curriculum to fit into the TDA’s funding rules for delivering PPD. The TDA now requires HE-accredited in-service programmes to provide evidences of organisational impact of teacher quality and work-based learning in schools as part of the school improvement agenda (Ofsted, 2004). Thus, all PPD HE providers in England are now required to build-in impact evaluation instruments into their mainstream postgraduate qualifications programmes that enrol qualified teachers, for which in return they receive an annual funding grant subsidy. Such an outcomes-led policy of CPD suggests to many HE PPD providers new opportunities to integrate programme delivery with impact-led educational research (Coombs & Denning, 2005). This approach towards integrating CPD teaching and learning with new professional-led practice based research that delivers impact evidences for evaluation and ownership by the teaching profession is considered as being timely by UCET (Coombs & Harris, 2006) and has also been recommended by the OECD (2002) in their recent report on the state of educational research in England. UCET has recently set up a special interest group (SIG) to report findings on CPD-based Impact in order to shape new policy proposals with key stakeholders such as the TDA and UK’s former Department for Education and Skills (DfES). The authors of this paper wish to build upon and develop a framework model for impact related research outcomes from accredited PPD activity. This research project builds upon the conceptual framework developed in Harland and Kinder's (1997) seminal work, which is also" @default.
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- W323948146 date "2007-01-01" @default.
- W323948146 modified "2023-09-24" @default.
- W323948146 title "Designing and evaluating impact evidences for the UK's TDA Postgraduate Professional Development Programme" @default.
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