This short paper outlines a contemporary approach to continuing professional development and reviews the impact of recent research on teacher education.

The paper suggests an approach to CPD which addresses the needs of teachers, students and organisations, gives teachers choice and ownership, enables them to learn with and from each other, grounds that learning in what happens in the classroom, and also provides appropriate guidance and support. It concludes that many practical options are now available for making CPD a social, ongoing, in context and inquiry-driven process which can contribute effectively to the growth of teachers, students and organisations.

Author: Simon Borg