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Introducing the GTC Networks.
Good teaching needs good networks and good networks need good teachers.
The GTC Networks provide support by linking teachers nationally and putting them in touch with the latest research and evidence. They let teachers have a voice at national debates on changes to education.
Are primary teachers getting a better deal?
Findings from the analysis of ‘segments’ of the teaching population from the GTC Survey of Teachers 2005 showed a significant difference between primary and secondary teachers’ levels of satisfaction in their CPD.
Why do 25% of primary teachers report having had their CPD needs met in full compared with only 17% of secondary teachers?
Everyday practice in primary schools
Could it be that a wider variety of CPD opportunities are more likely to form part of everyday practice in primary schools?
Our findings show that significantly more primary teachers regularly accessed the following CPD opportunities:
- collaborative learning with other colleagues in the same school
- collaborative learning within a network of schools
- taking an active part in school self-evaluation processes
- participating in collaborative enquiry and problem solving
- engaging with subject specialist associations, and
- participating in external courses.
Relationships, attitudes and expectations
Could it be that primary and secondary teachers have different attitudes and expectations of their school leaders regarding CPD? Or is it that there are shorter lines of communication because of size? Or, with fewer staff, is it easier for primary teachers and leaders to understand individual needs?
Our analysis shows that primary teachers are more likely to:
- perceive CPD to be highly valued in their schools
- think of their schools as professional learning communities
- be offered CPD in their schools following evaluation of their professional development needs
- be offered CPD when they ask for it, and
- have courses identified by senior staff relevant to the needs of the school.
No difference between phases in identification of CPD needs
Interestingly, there are no significant differences between primary and secondary teachers in the types of CPD that they identified they needed during the next 12 months.
Let us know if you have any views on this. Email us at: connect@gtce.org.uk
(Please include the subject line: Segmentation report in C8)
