JEMIMA DAVEY, ASSOCIATE HEAD OF SCHOOL PGCE (PRIMARY AND SECONDARY), ST MARY’S UNIVERSITY, UK
STEPHEN CRINALL, HEAD OF SCHOOL, LALEHAM C OF E PRIMARY SCHOOL, UK
Aims
This study set out to explore how carefully designed opportunities for professional reflection might contribute to meaningful growth for teachers working in a challenging yet rapidly improving school. Against a national landscape marked by concerns about teacher wellbeing, retention and recruitment (DfE, 2024; Education Support, 2023), the project aimed to examine the potential of structured professional reflection to act as both a protective factor for staff and a driver of sustained professional development (Hughes, 2025). Specifically, the research sought to investigate how embedding reflective routines within a programme of continuing professional development (CPD) could support individuals to navigate the demands of their roles and strengthen their practice. The study took place in a larger than average all-
Join us or sign in now to view the rest of this page
You're viewing this site as a guest, which only allows you to view a limited amount of content.
To view this page and get access to all our resources, join the Chartered College of Teaching (it's £1 per year for trainee teachers and half price for ECTs) or log in if you're already a member.
