This article was downloaded by: [University of New Hampshire]On: 08 October 2014, At: 09:32Publisher: RoutledgeInforma Ltd Registered in England and Wales Registered Number: 1072954 Registered office: MortimerHouse, 37-41 Mortimer Street, London W1T 3JH, UK

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Competence-based Early Professional Development:first impressions of the Northern Ireland programmeHugh Kearns aa Stranmillis University College , Belfast, United KingdomPublished online: 16 Feb 2011.

To cite this article: Hugh Kearns (2001) Competence-based Early Professional Development: first impressions of theNorthern Ireland programme, Journal of In-Service Education, 27:1, 65-82, DOI: 10.1080/13674580100200140

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Journal of In-Service Education, Volume 27, Number 1, 2001

65

Competence-based Early Professional Development: first impressions of the Northern Ireland programme

HUGH KEARNS Stranmillis University College, Belfast, United Kingdom

ABSTRACT This article records beginning teacher (BT) experience of the Early Professional Development (EPD) programme introduced in Northern Ireland in 1998. It reviews the integrated, partnership and competence-based teacher education programme of which EPD is the latest episode. Samples of BTs currently in the programme were interviewed and surveyed by questionnaire. Key programme features were scrutinised: extent of BT involvement in EPD; the nature of development activity; the influence of support and accreditation facilities; use of a competence-based Career Entry Profile (CEP). Results indicate hesitant BT involvement and varied experiences. Quality and extent of involvement were influenced by quality of school support, availability of continuous employment, the introduction of compulsion, and the varying demands of planning, teaching and assessment following first appointment. School priorities and personal interests were major determinants of focus for EPD activity. Formally profiled assessments of personal competence (CEPs) were little used. Progression in the level of EPD achievements relative to earlier training achievements is assessed.

Background to the Research

This research was conducted in the context of a new and developing approach to teacher education in Northern Ireland. The distinctive characteristics of the approach are that it attempts:

• to fully integrate the initial, induction and early professional development phases of teacher education;

• to achieve a close partnership between trainers in schools, regional Education and Library Boards (ELBs) and the three higher education institutions (HEIs); D

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• to base training upon a developmental framework of competences (as opposed to standards), which are intended to provide the basis for training at different levels and an instrument for reflection upon developing practice.

The approach has important implications for HEIs providing courses at undergraduate and postgraduate level.

It is important to note that in Northern Ireland the Department of Education (DENI) oversees and inspects the ITE provided by HEIs and all CPD provided by ELBs. HEIs receive no public funding for continuing professional development (CPD). School support to teacher education is not directly funded at the initial, induction or EPD stages. This is generally assumed to be part of the schools existing responsibilities. Teachers receive no direct financial support for the CPD provided by HEIs.

The new framework was first announced in June 1994. It followed a wide ranging review of teacher education in the province (DENI, 1991) and the report of three working groups set up to provide a detailed definition of teacher competence, a structure for teacher training courses and strategies for achieving continuity and coherence in training (DENI, 1993a), The framework set out five underlying teacher qualities as core criteria and five areas of competence as the foundation for teacher education at all stages (initial, induction and CPD). The competence statements were detailed under the five headings:

• Understanding the Curriculum and Professional Knowledge; • Subject Knowledge and Subject Application; • Teaching Strategies and Techniques; • Classroom Management, Assessment and Recording of Pupil Progress; • Foundation for Further Professional Development.

Change began with initial teacher education (ITE). Guidance for the management of change was provided to ITE providers with 1995/96 as a development year (DENI, 1995). In September 1998, the Northern Ireland Teacher Education Committee (NITEC) launched its comprehensive, integrated, partnership-based approach to teacher education, which included new arrangements for induction and early professional development, in its Teacher Education Partnership Handbook (NITEC & CEPD, 1998). Lead and supporting partners were identified for each of the three stages of training with HEIs in the lead at the initial phase, and with schools and ELBs in support. ELBs were given the lead during induction with schools and HEIs in support. Schools were to be the lead partners during the second and third year of training with ELBs and HEIs in support. Competences were assigned to levels appropriate to the three phases of teacher education and their priority for each partner was specified. The role of HEIs in ITE is clearly set out. Their responsibility is to initiate competence-based training, and assessment in academic

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courses and develop initial teaching competence in professional partnerships with schools. The HEI role in accrediting school-based, professional development activities during EPD is clearly indicated, but the details of the accreditation process are left for HEIs to develop. This task is currently challenging HEIs since, subsequent to their close partnership with schools in ITE, HEIs have had no role in guiding the BT’s plan for EPD activity. Schools, their governing bodies and their teacher tutors, with support and guidance from ELB officers hold this responsibility. Funding has recently been allocated to the training of a member of school teaching staff to act as teacher tutors for EPD. Some separate funding has been allocated to HEIs to develop partnerships with schools supporting students on ITE courses. No coordinated training for mentors is yet developed, but is on offer from most HEIs at a cost to the recipients.

In 1998, the NITEC Teacher Education Partnership Handbook, (NITEC & CEPD, 1998) offered guidance to schools supporting beginning teachers by outlining assessment criteria (agreed in consultation with the partnership) for the successful completion of professional development activities. The criteria indicate that there must be suitable pre-reading, clearly stated goals, activities which are based in school priorities and in the competence needs of the BT as evidenced in the CEP, a realistic plan, evidence of prior pupil learning, of continuity and progression in pupil learning, evidence of challenging and differentiated learning, evidence of organising pupils effectively, and of encouraging pupil responsibility for learning and, finally, evidence of engaging in dialogue with other teachers. These are demanding criteria that schools are advised to apply in certifying successful completion of EPD and which are ostensibly the basis of HEI criteria in accrediting the work. A multimedia CD-ROM, support materials and Integrated Website became available to schools and HEIs in 1999 with a view to providing better structure for the processes of supporting, conducting and recording professional development activity (PDA). A PDA portfolio template is offered with on-line support. BTs are asked to register commencement of EPD and use the on-line software. Each HEI has been required to disseminate its accreditation arrangements. These are also available on-line but reveal variation in cost, the detail of information which is to be submitted by BTs, the range of awards which are offered, the range of credits which may be gained (directly or through ‘bridging’ assignments) towards higher study at masters level. In most cases, the provision of a completed PDA template, signed and accompanied with appropriate evidence is requested by HEIs, and may be sufficient. HEIs have, as yet, no clear view of their role and are awaiting the responses of BTs to the new initiative.

All teachers graduating in 1998, and thereafter, began their induction phase of training with a competence-based Career Entry Profile (CEP), written jointly with the supervising tutor and identifying individual

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training achievements and continuing development needs in the language of the formally agreed competence categories. This document, the competence framework and the partnership arrangements are designed to ensure continuity and coherence in training. Page 40 of the Teacher Education Partnership Handbook advises:

The CEP is an important bridge between the initial and induction stages. It offers not only a record of the assessment of the beginning teacher’s competences, but also an indication of the strengths and development needs of the beginning teacher which should influence continuing professional development during induction and early professional development.

The CEP was therefore clearly intended to inform both the induction of teachers and the EPD activity to be initiated in the academic year 1999/2000. HEIs were seen as initiating an enduring process of shared, competence-based professional self-appraisal.

At its inception there was no statutory instrument in Northern Ireland requiring that BTs complete prescribed professional development activities. It is now anticipated that in future new teacher contracts may specify Induction and EPD as such. Currently, the Teachers’ Terms and Conditions of Employment Regulations (HMSO, 1987), also known as the Jordanstown Agreement, requires all teachers to participate in any scheme of staff development and performance review and the governing bodies of schools are required to ensure access. The new arrangements for ITE were enforced in September 1996 for Postgraduate Certificate in Education (PGCE) students and first-year Bachelor of Education (BEd) students beginning competence-based ITE courses. The compulsory nature of EPD was signalled in a DENI letter to schools dated August 26th 1998 and linked the completion of competence-based IT courses to the requirement to complete EPD. The directive that ‘all beginning teachers will take part in a programme of early professional development’ indicated compulsion for the 1998/99 entrants and strong recommendation for the 1997 entrants. In 1998, the first BEd and PGCE students with CEPs graduated, but only the 1-year PGCE students had experienced competence-based training throughout their course. From September 1999, all beginning teachers were required to complete each of the three competence-based stages of teacher education. The requirements are currently reinforced in answers to frequently asked questions recorded on the Northern Ireland Network for Education, EPD Website (www.nine.org.uk). For this reason the research reported below focused upon BEd and PGCE students who graduated in 1997 and 1998. These students entered their second year of teaching in 1998 and 1999, respectively. All of the teachers will have been made aware of the competence approach, but only the 1998 entrants had CEPs. The BEd students may have experienced 1 or 2 years of the new competence-

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based approach. Not until 2001 will all BEd graduates have experienced wholly competence-based training. For this reason one might anticipate that the quality and extent of participation in EPD may show a gradual rise until 2000/2001 and become universal thereafter. There is, however, little information about the development of the new EPD arrangements upon which future planning can be based. A survey of the needs of first year inducted teachers (Moran et al, 1999) reported that the CEP was not extensively used by the inductee, heads of department or teachers acting as tutors. Arrangements for the quality assurance of EPD activity undertaken by BTs is currently being conducted by a coordinating group representing all members of the partnership, and will include investigation of the quality of information, support and supervision provided to BTs.

Research Objectives

The aim of the research was to clarify BT experiences of the Early Professional Development programme and gain greater understanding of the HEIs potential role as a partner within the developing arrangements for EPD. An important HEI role is to ‘raise awareness of links across the three stages’ (NITEC & CEPD, 1998, p. 43). The continuing use of the competence framework and the CEP is a matter of considerable interest to HEIs charged with initiating it. The research was seen as assisting HEIs in preparing to accreditation and support EPD activity in schools. The research sought to investigate the demands made by BTs upon others in completing their professional activities. The literature leads us to expect that BTs will draw support from a wide variety of colleagues (Cole et al, 1995), but it is also to be expected that greater use will be made of mentors or the teacher tutors that ELBs have locally identified as the major support for EPD. There may well be considerable variation in the operation of mentors (Cole & Watson, 1993). The survey sought to assess the range of individuals in schools who might be carrying out this role.

The research sought to anticipate the kinds of work for which accreditation might be sought. A review of the current range of available HEI documentation indicates that in some cases EPD portfolios may be assessed as reflective, academic, action research studies submitted in order to gain customised awards at certificate level. Alternatively, they may be considered as part of the Accreditation of Prior Experiential Learning (AP(E)L), which requires the HEIs to ensure that workplace learning is equivalent in scope and depth to that of an academic programme and assess whether credit is to be general or equivalent to specific modules. A third view is that school verification of EPD activity be accepted by the HEI as sufficient for the gaining of a customised award or for the award of Credit Accumulation and Transfer (CAT) points at masters level, requiring only random and periodic monitoring of quality.

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An objective of the research was to establish, prior to the presentation of EPD submissions, the nature, level and range of the BTs professional activity in order to begin to engage in dialogue with partners about the potential contribution of the HEI role. With a view to clarifying the issues raised above a set of research questions was set out. The survey questions were designed to investigate:

• The incidence of formal participation in EPD among BTs who graduated in 1997 and 1998 and were now eligible or required to be involved.

• The extent of this involvement in EPD defined as the number of PDAs completed.

• The focus and purpose of the EPD activities currently selected. • BT estimation of the value of the activities. • BT evaluations of the overall support received for EPD. • Their estimation of the value of the CEP (1998 graduates only) and the

role of the Competence Framework in the EPD process. • Their ranking of the importance of sources of support gained – school

colleagues (teacher tutor, principal, deputy principal other colleagues).

• Their use of the available Internet support and to network with other BTs.

• Their intentions regarding accreditation. • Their evaluation of HEI information about accreditation. • Difficulties experienced as a consequence of not gaining full-time

employment as a teacher.

Methods

A representative sample (n = 20) of BEd and PGCE teachers who graduated in the years 1997 and 1998, and are currently in the EPD phase of training was interviewed and the entire cohort from one University college (n = 347) was subsequently surveyed by questionnaire. Interviews were conducted from March to June 2000. The questionnaire was distributed in June 2000. A selection of respondents to the questionnaire was further interviewed. Additional information was gained in discussions with beginning teachers and their tutors making telephone inquiries about the accreditation of early professional development activities.

Results

Response Rates and Participation in EPD

The overall response rate to the questionnaire was 15% and is shown in Table I. Response rates within groups varied from 7 to 29% with the highest response rates from the 1998 cohort.

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Year of qualification Response rates BEd PGCE

1997 Fraction 11/153 4/37 Percentage (7%) (11%) 1998 Fraction 31/123 10/34 Percentage (25%) (29%)

Table I. Response rates (n = 56).

Teachers qualifying in 1997, the group for whom participation was optional, were three times less likely to respond to the questionnaire and four times less likely to have commenced work on their EPD portfolios than teachers graduating in 1998. Of the 1997 cohort only 8% (n = 15) responded. Nine reported that they had not completed any of the formal professional development activities and six reported that they had each completed one. Of the 1998 cohort, only 26% responded (n = 41). Twenty-seven per cent of these reported that they had not completed any of the formal development activities, 49% reported having completed one and 25% having completed two (see Table II). Of the 10 graduates who reported completing two PDAs, six indicated intent to seek accreditation. Of the 25 graduates who reported completing one PDA, 10 indicated intent to seek accreditation (see Table III). Responses indicated heavy involvement in curriculum development by BTs, but hesitancy and delay in the gathering of portfolios for accreditation in the early stages of the programme. Major differences were found between the two year-groups in terms of rate of response to the questionnaire and the number of professional development activities reported to have been completed.

Respondents qualified in 1997

Respondents qualified in 1998

Count

%

Count

%

No PDA

9

60%

11

26.8% One PDA 6 40% 20 48.8% Two PDAs 0 0% 10 24.4%

Table II. Completion of professional development activities (PDAs) by BTs (frequency of responding teachers with 0, 1 and 2 PDAs completed). Approximately 30% of the sample indicated their intention to seek accreditation for EPD activity. The figures broken down for BTs at different stages in the process are provided below in Table III.

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No PDA

One PDA

Two PDAs

Intend to seek credit

Intend to seek credit

Intend to seek credit

Count

%

Count

%

Count

%

1

1.8%

10

17.8%

6

10.7%

Table III. BT intentions to seek accreditation for EPD portfolios.

Topics Chosen for Professional Development

The topics of respondents first and second professional development portfolios are provided below in Table IVa and b. The chosen content of the PDA portfolios completed was coded under 12 main and 12 subsidiary categories. This was necessary because the titles given often identified two concerns: e.g. Management of Behaviour, Developing Reading among Pupils with Learning Difficulties and Developing the Local History curriculum, incorporating ICT. The range of topics chosen as a focus for professional development indicates strong emphasis upon Information Communications Technology (ICT), learning difficulties in literacy and numeracy, behaviour management, and religious education.

As main focus of activity

As subsidiary focus

Count

%

Count

%

ICT

3

8.3

12

36.4 Writing 5 13.9 Behaviour 5 13.9 1 3.0

Reading 5 13.9 1 3.0 Maths 3 8.3 1 3.0 Oral language 3 8.3 2 6.1 Spelling 1 2.8 Science 1 2.8 History 1 2.8 2 6.1 Religion 5 13.9 Management 3 8.3 8 24.2 Special needs 1 2.8 6 18.2

Table IV(a). Frequencies of topics chosen for first professional development activity. The popularity of ICT is probably due to its identification as a priority in Northern Ireland and the Department of Education’s punitive requirement for three PDA portfolios to be completed if ICT is not integrated into the statutory two. Choices of focus for PDAs may also reflect the proportions

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of primary teachers in the sample (77%). The development of writing, pupil behaviour, reading and aspects of the religious education curriculum accounted altogether as a main focus in approximately 56% of first portfolios. Information and Communications Technology featured as a subsidiary element in approximately 36% of the first PDAs attempted and as a central focus in 8.3%. Sixty-two per cent of second PDAs mentioned ICT as an element. Half of all portfolios incorporated ICT in some form. Classroom management issues featured as a subsidiary element in approximately 24% of the first PDAs recorded and as a central focus in 8.3%. Special Educational Needs featured in approximately one fifth of the first PDAs recorded and as one quarter of the second.

Table IV(b). Frequencies of topics chosen for second professional development activities.

Reasons Given for Chosen Professional Development Activities (PDAs)

In explaining their reasons for choosing the focus of their PDA (see Table IV) school priority was indicated to be the determining influence in 50% of PDAs completed. Personally identified class needs accounted for 22% of the choices and personal interest in the topic accounted for 28%. Neither the CEP nor the teachers personally identified competence needs was mentioned in explaining choice of any PDA.

The Value of Completed Professional Development Activities

Teacher estimates of the value of EPD activity are provided in Table V(a) and shows wide variation in estimates. Table V(c) provides information on the relationship between teachers’ estimates of value and their stage of progress. No significant relationship is indicated.

As main focus of activity

As subsidiary focus

Areas of focus identified

Count

%

Count

%

ICT

5

62.5 Writing 1 11.1 Behaviour 2 22.2 Reading 2 22.2 Maths 2 22.2 Spelling 1 11.1 Special needs 3 37.5 Music 1 11.1

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Reasons for first choice

Reasons for second choice

Count

%

Count

%

School priority

18

50.0

7

77.8

Pupil needs 8 22.2 Personal interest 10 27.8 2 22.2

Table V(a). Frequencies of reasons given for choice of PDAs.

Frequency (%) of teacher estimates

Value of EPD activities

Count

%

No value

1

2.7

Limited value 21 56.8

Valuable 11 29.7 Highly valuable 4 10.8

Table V(b). Estimates of the value of PDAs.

Value of EPD activity/frequency of estimates

No value

Limited value

Valuable

Highly valuable

No PDA

3

One PDA 1 10 9 4

Number of PDAs completed

Two PDAs 8 2

Table V(c). Estimates of value of PDA by BTs at different stages.

The Value of the Career Entry Profile and the Competence Framework

Competence-based CEPs were first introduced for newly qualified teachers graduating in 1998. Wide variation in estimate was evident regarding their utility during EPD. Just under two-thirds of the respondents were equally divided with totally opposite views with the remainder unsure. Neither the CEP nor the BTs personally identified competence needs was mentioned in explaining choice of focus for PDA. The Competence Framework was generally reported to be useful in identifying professional strengths, needs and achievements by the majority of respondents. Over 50% estimate its uses very highly in providing a basis for self-assessment and in targeting areas for development. While the CEP is competence based, it was clearly not the means whereby priorities for professional development were being

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identified or recorded. Teacher estimates of the value of the CEP and the competence framework are provided in Table VI.

How important is the CEP within EPD?

(1998 graduates only)

How important is the competence framework within

EPD? (1997 and 1998 graduates)

Count

%

Count

%

Very important

9

29.0

23

57.5

Limited use 13 41.9 12 30.0

Not useful 9 29.0 5 12.5

Table VI. Estimates of value of CEP and competence framework.

Sources of School Support for BTs completing EPD

Table VII indicates that teacher tutors were the main source of support and supervision for over one-third of the respondents. In the remainder of cases, this role is carried out by someone with other major responsibilities. Teachers with a broken pattern of employment reported greater variation in the source of support available. For them schools appeared to be in learning mode with the BT their major source of information.

Source of BT support

Count

%

Other classroom teacher

4

10.5

Teacher tutor 14 36.8 School principal 10 26.3

Deputy principal 1 2.6 Head of department 9 23.7

Table VII. Sources of support for BTs completing EPD in schools.

No significant differences were found between BTs receiving support from different sources on any other of the measures taken in the survey. The availability of formally assigned BT tutors appears to have significantly increased in the experience of the 1998 cohort. Lesson observation was likely to have been a feature of school support when provided by BT tutors and senior staff (62%), and unlikely when provided by other teachers (12%). Structured observation of the type experienced in ITE was not common although observation was always regarded as helpful.

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Beginning Teacher Estimates of the Quality of Support for EPD

Table VIII indicates considerable variation in teacher estimates of the quality of support for EPD. No significant differences were found between the estimates of 1997 and 1998 entrants to teaching regarding the quality of support for EPD. Responses from 1997 entrants on this item are too few upon which to base a judgement.

BT estimate of quality of support for EPD Frequency of estimates (% of total estimates)

Number of PDAs completed

Excellent

Good

Satisfactory

Poor

No PDAs

1 (2.0%)

1 (2.0%)

10 (20.5%)

One PDA 13 (26%)

7 (14.2%)

4 (8.1%)

3 (6.1%)

Two PDAs 1 (2.0%)

8 (16.3%)

1 (2.0%0

Totals 14 (28.5%)

9 (18.4%)

12 (24.5%)

14 (28.6%)

Table VIII. Beginning teacher estimates of the quality of support for EPD.

Results of a linear multiple regression indicate that beginning teacher estimates of the quality of support they receive are a predictor of the completion of PDA (t =1.9; p ⊆ 0.05), but not of the number of professional development activities completed. BT estimates of the value of EPD were not found to correlate significantly with the number of PDAs completed.

Number of PDAs Completed by Beginning Teachers in Full and Part-time Posts

Initial results indicated that the achievement of full time employment is also a significant predictor of completing PDAs, but when the two predictors are entered together, support becomes more significant and full time employment less of a predictor, failing to reach significance. Together these variables accounted for 11% of the variance in the number of PDAs completed. Support remains a significant predictor, even when other variables are added to the analysis. There are a number of complex issues that confound the effects of support and full-time employment when entered together into the model. A number of teachers reported as receiving high levels of support have yet to complete PDAs, while others who have completed PDAs rate the quality of support as low. Similarly, teachers not in full time employment, while reporting insufficient access to the support and continuous experience necessary to complete PDAs,

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did appear to be highly motivated to persist in gaining support in order to complete EPD, add to their CVs and thereby gain a better chance of employment. Teachers indicated as not being in full-time employment may be a very varied group including those some on long term contracts with suitable support and others acting as substitute teachers in a variety of disparate schools with little opportunity for continuity in their development activities. Table IX below shows the PDAs completed BTs in full time posts and others in a variety of part-time patterns of employment.

In full-time teaching posts

Not in full-time teaching posts

Number of PDAs completed

Count (%)

Count (%)

No PDA

12 (28.6%)

8 (57.1%)

One PDA 21 (50.0%) 5 (35.7%)

Two PDAs 9 (21.4%) 1 (7.1%)

Table IX. Number of PDAs completed by teachers in full and part-time posts.

Networking Via the Internet

Table X provides a breakdown of BT estimates on the uses of the Internet, especially of the Northern Ireland Network for Education (NINE). Problems in gaining access were the principal reason, but respondents doubted if the support they wanted could be provided on a public website and more direct contact with beginning teachers whom they knew was thought to be of greater benefit. Many respondents interviewed reported losing touch with their fellow undergraduates and some did not feel that they could be open about their difficulties in completing the EPD activities when senior staff in their schools or the ELB were present. Direct contacts or shared experience with other BTs was generally lacking.

BT estimates of the usefulness of networking via Internet in completing EPD

Very useful

Useful

Limited use

Not useful

1 (2.3%)

5 (11.6%)

21 (48.8%)

16 (37.2%)

Table X. Networking via the Internet.

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Discussion

The Northern Ireland Programme for Early Professional Development is in its earliest stages and, while a very gradual development may be anticipated for such a far-reaching programme, lessons need to be learned quickly. The evidence from this survey is that where participation has been optional and support underdeveloped (for the 1997 cohort), participation has been low. As compulsion has been extended and information or support provided, uptake has appeared to increase but the estimated value of the compulsory experience to BTs is often less than one would wish. If rate of response to this survey is an indication of BT participation, concerns about uptake may also be warranted. It is important to note that a number of BTs interviewed had not completed the programme of induction in their first year because of scarcity of employment and the dependence upon occasional substitute teaching. For these teachers EPD may not be complete until their fourth year of teaching. The principal reason reported for delay in completing EPD was lack of time and a very heavy planning, teaching and assessment workload in the early years of teaching, challenges that are compounded by major changes in the BTs personal, financial and family circumstances. These are claims easily supported in the literature (Koetsier & Wubbels, 1995; Carr, 1996; Cains & Brown, 1998).

The nature of the chosen development activities reported in responses to the survey, raise interesting questions about the competence base of the EPD programme. It was originally anticipated (NITEC & CEPD, 1998) that EPD would, in conformity with the initial and the induction phases, be strongly competence-based and that the CEP, written in the language of individual competences, would inform the BTs’ choice of development activity. This research sought information about the title and purpose of the selected activities. Results describe a predictable range of topics commonly dealt with on pre- and in-service courses in the majority of PDAs. Many appear to focus, not upon acquiring target teaching competences, but predictably, upon trialling lessons, extending lesson repertoires or demonstrating curriculum developments that respond to DENI strategic priorities, or the needs of the school or class. There need not be any conflict here, but the competence framework does not appear to be, in practice, the scaffolding around which the BT plans his or her professional development, rather the language required to validate it. For some BTs, EPD is construed as an obstacle that has to be overcome by drawing upon one’s own strengths, interests and enthusiasms, rather than needs. An equal proportion of interviewees felt obliged to select challenging activities. EPD activity may not, therefore, uniformly represent incremental learning for all teachers. HEI accreditation may consequently be a blind instrument in that what is postgraduate in time for one teacher may have been an undergraduate activity for another and therefore not postgraduate in level. Much needs

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to be learned about the level of challenge in PDA activity. It is the competence-based career profile with its benchmarked competence levels that is, in theory, the vehicle for this development. Respondents did not consider the career entry profile to be important within EPD. Indeed, there was little evidence that early PDA was being influenced by the Induction [Level B ] competences (pupil profiling, pupil counselling, pupil self assessment, extending reporting systems, etc.) or by the In-service [Level C] competences, which include the challenges of preparing more extensive teaching programmes, working with parents, developing extra-curricular programmes or working in professional teams within and beyond the school. The competence framework carefully detailed in the Teacher Education Partnership Handbook (NITEC & CEPD, 1998), and forming the basis of course planning and student profiling during ITE, is not ostensibly or in practice the basis upon which CPD is planned. The contents of the career profile remains, in every sense, the BTs own concern and the BTs reflective use of the competence framework within the CEP does not yet appear to be established within the mentoring relationship after graduation. Mentors and school authorities do not appear to actively use the CEPs or the competence framework when supporting, planning or verifying completion of EPD.

Teacher tutors, school principals and heads of department appear to be the major source of support for BTs completing EPD. The mentoring concept therefore appears to have taken hold within the EPD experience and a wide variety of individuals appear to carry out this role. Few are yet able to provide information about accreditation or the HEI assessment criteria and BTs needed to find this out for themselves. Less than half of BTs with completed PDAs in this survey expressed intentions to seek HEI accreditation. While school tutors could not support them with accreditation, they were generally described as willing and effective in their role as advisers and critical friends. HEI accreditation requirements and systems may need to be accurately conveyed to tutors. One HEI has stated its intention to give teacher tutors the status of assistant staff of the university. While appearing satisfied with the variety of HEI programmes of accreditation and confident that tutors and school managers will verify that EPD has been completed successfully, BTs were unsure that they have the time to formally record professional development activities in a manner that will satisfy HEI accreditation. Lack of time to present a full account of development activity was a common complaint, but the effort required to record cycles of reflection for others is another. A significant minority of BTs appeared to be preparing portfolios in isolation and to limited behavioural prescriptions. This has been a predicted consequence of a growing trend in the UK generally to base the education of teachers in schools and away from centres of education debate and policy making. Wright & Bottery (1998) have argued that the rhetoric for training more competent teachers in

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schools may be seen as part of a wider policy of marginalising teachers from centres of policy making. Their findings raise concerns about the limited perspective on teacher professionalism and the poverty of the professional culture created by emphasis upon competence in the technicalities of teaching. Joyce & Showers (1995) have argued that in-service education should consist of theory, demonstration, practice, feedback and coaching. Further research might usefully assess the Northern Ireland EPD programme against such criteria. BTs in Northern Ireland would appear to need the benefits of the small-scale in-service teacher networks currently being advanced in the literature (Berg, 1996; Roes, 1997). Parker (1977), identifies five key components of over 60 networks studied:

• commitment to the innovation; • a shared sense of purpose; • information sharing, psychological support; • an effective facilitator; • voluntary participation with equal treatment.

Teacher networks should not be too big or too small. These also are criteria against which EPD might be usefully evaluated in the immediate future.

Conclusions

HEIs have expended considerable resources in the development of competence-based profiling within ITE in Northern Ireland. This has involved intensive staff development, closer participation with schools in training and more rigorous module specifications. Trainers in schools and education boards might expect that BTs will have better ability to plan and collaborate in their own professional development. HEIs might anticipate that in the future, returning students will have experienced a more structured early professional development with greater ability to set targets and evaluate progress using objective assessments involving other professionals. Continued monitoring of EPD should indicate if these hopes are justified. Early scrutiny of portfolios clearly does not yet fully support this assumption. One general conclusion of this research is that the Northern Ireland Teacher Education Partnership might usefully review some key aspects of their new arrangements:

• the place of competence-framework and career profiles in induction and EPD;

• the nature of advice given to BTs in selecting areas of activity or competence development;

• the consequences of behavioural responding or compulsion upon a potentially creative process;

• the facilitation of EPD networks, whereby BTs gain greater control over their own development;

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• the added value of HEI accreditation in what is a controlled, compulsory, prescriptive, verified and collaborative process.

The majority of teachers interviewed felt it unfair that they should have to pay for the accreditation of a compulsory process and many have forcefully argued that successful completion of EPD be rewarded by meeting the cost of accreditation. Many were curious to know what might happen if portfolios failed to gain accreditation after a school had verified successful completion of EPD. This is an issue HEIs will need to address. HEIs may need to seek additional resources to form much closer links with school tutors and consult with the partnership in agreeing the service they provide through accreditation. The promise of EPD for HEIs is that future in-service teachers completing higher degrees in Education may have more formal experience of conducting and reporting action research in their classrooms, but this is an unlikely outcome if the demonstration of competence and the implementation of policy remains the current focus. Theories of learning and forms of assessment underpinning the Northern Ireland ITE and the EPD programmes may need to be compared.

Correspondence

Hugh Kearns, Department of Continuing Professional Development, Stranmillis University College, Belfast BT9 5DY, United Kingdom (h.kearns@stran-ni.ac.uk).

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