The recommendations of the government-commissioned review of initial teacher training could also apply to schools’ CPD strategies. Bridget Clay explains.


The Carter Review of initial teacher training gives an overview of the state of the current options for initial teacher training (ITT), and includes 18 recommendations for both government and the profession.

It is striking how many of the given recommendations could be related to on-going teacher development, as well as ITT. 

The Teacher Development Trust, a national charity for teacher CPD in the UK, offers support, advice and guidance around CPD for both providers and schools, much of which is echoed in the Carter Review. So how much should ITT and CPD overlap, and what are the differences?

First, it is clear that there are many similarities between high-quality ITT and high-quality CPD. For example, the Carter Review states that “ITT course content should have a relentless focus on pupil outcomes”  and, similarly, research shows that effective CPD is especially focused on pupil outcomes, rather than changes in teacher practice alone. CPD that starts with an identified pupil need, for example, is more likely to then have an impact on that need.

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