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dc.contributor.authorFlanda, Wilfrid, T
dc.date.accessioned2020-06-25T08:11:32Z
dc.date.available2020-06-25T08:11:32Z
dc.date.issued2018-09
dc.identifierhttps://chesterrep.openrepository.com/bitstream/handle/10034/623515/DBA%20Thesis%2019%2005%2020.docx%20%28final%20version%29%20Emailed%20to%20pgr.pdf?sequence=1
dc.identifier.citationFlanda, W, T. (2018). The management of continuing professional development in General Further Education Colleges when intentionally aiming to improve Ofsted inspection from an ‘inadequate’ or ‘requires improvement’ grading to ‘good’ (Doctoral thesis). University of Chester, UK.en_US
dc.identifier.urihttp://hdl.handle.net/10034/623515
dc.description.abstractThe area of teachers’ continuing professional development (CPD) is in the spotlight. This study considers the range of CPD opportunities that are implemented for teachers in General Further Education Colleges (GFECs) following an “inadequate” or “requires improvement” Ofsted inspection in order to achieve a future grading of “good”. The study draws on specific theoretical insights from the literature concerned with teacher professional development in the Further Education (FE) sector. In doing so, the study evaluates the spectrum of CPD models that were on offer within eleven GFECs that took part in the study by using a constant comparative approach. Using data generated from the eleven GFECs and also Kennedy’s (2014b) framework of CPD models as a lens for analysis, I identified five CPD models, which I then classified in relation to their top-down or developmental approach, and also the extent to which the activities identified underpinned professional autonomy and transformative practice. Using CPD as the point of analysis, the study investigates eleven GFECs, and whether the approach taken by the various colleges, prioritises individual or collective development. It then goes on to examine the contribution of resources, roles and responsibilities of individuals and teams within the particular context in which they operated. The findings generated from this study argue that continuous improvement is the result of a change in culture that is initiated by the Senior Leadership Team (SLT) and middle managers, and the success of this cultural change hinges on a series of mechanisms that support the achievement of “higher standards” in teaching and learning.en_US
dc.language.isoenen_US
dc.publisherUniversity of Chesteren_US
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectFurther Educationen_US
dc.subjectContinuing professional developmenten_US
dc.subjectSenior Leadership Teamen_US
dc.titleThe management of continuing professional development in General Further Education Colleges when intentionally aiming to improve Ofsted inspection from an ‘inadequate’ or ‘requires improvement’ grading to ‘good’.en_US
dc.typeThesis or dissertationen_US
dc.publisher.departmentUniversity of Chesteren_US
dc.rights.embargodate2020-12-02
dc.type.qualificationnameDBAen_US
dc.type.qualificationlevelDoctoralen_US


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