Continuous Professional Development (CPD) has become a fundamental element of policy: Psychology Dissertation, MIC, Ireland

Introduction

Continuous Professional Development (CPD) has become a fundamental element of policy within the Irish education system in the last number of years. Research has shown that both voluntary and involuntary CPD are fundamental to improving student outcomes, teaching practices and quality of instruction (Day et al., 2007). In recent years, CPD programmes have been developed and both small-scale and large-scale studies have highlighted the value of CPD to improve curricular instruction and student achievement (Mooney-Simmie, 2007).

A study by Coolahan (2003) highlights an ‘absence of authoritative data on the extent of teacher participation in continuing professional development’. Previous CPD-related studies have been on adult learning preferences, facilitating effective learning, and connecting theoretical and practical elements of teaching (Desimone et al., 2002; Banks & Smyth, 2011). However, less research has been completed on the factors that motivate teachers to complete in-service training after recent qualification from a higher education institute (HEI).

This study provides insight from NQT’s perspectives influencing participation in CPD through several factors. The objectives of this study are to examine how CPD participation is related to teachers’ personal, school and system factors, such as individual challenges faced, participation in Droichead, student needs in their class and overall school environment.