Teacher agency in continuing professional development: addressing barriers to sustainable models of educational improvement in Further Education and skills

What the paper says

Purpose This study explores how Further Education (FE) institutions can support sustainable educational improvement by focusing on teacher agency in continuing professional development (CPD). It critiques compliance-driven practices such as top-down, prescriptive CPD events and graded lesson observations and presents alternative models that encourage teachers to take ownership of their learning. Design/methodology/approach The paper draws on a doctoral research project using a medium-scale, multi-methodpractitioner-research design. Data were collected through surveys, semi-structured interviews and critical incidents, examining the experiences of FE leaders and practitioners in a medium-sized college. It investigates how compliance measures and a culture of performativity create barriers to lasting educational improvement. Findings The study finds that current CPD approaches are often instrumental, mandatory and limited to one-off events, driven by a performative culture that prioritises measurable outcomes over meaningful practice. In contrast, teacher-led and collaborative models support more democratic, creative and agentic professional development, which better meets practitioners' needs and fosters more sustainable change. Practical implications The study offers practical examples and recommendations for FE leaders and policymakers seeking to shift CPD from compliance-focused models toward approaches that empower teachers and support long-term educational improvement. Originality/value With a focus on teacher agency and the structural challenges that limit it, this research provides a critical and original perspective on CPD in the FE sector. It questions dominant audit and accountability frameworks and suggests alternative approaches to professional learning.