Teaching In & Beyond Specialism
A new joint research report from Teacher Development Trust, Gatsby Charitable Foundation and The Cultural Education Network, powered by Arts Council England, examines the professional development experiences and needs of secondary teachers in England who teach science and arts subjects, comparing those teaching within their subject specialism with those teaching outside it.
Teacher Development: The Landscape in 2025
A landmark national survey commissioned by the Teacher Development Trust reveals the stark gap between investment and impact, based on responses from over 1,000 teachers and school leaders.
What is Didagogy? Exploring the Discipline of Teaching Teachers
Since January 2025 we’ve been challenging ourselves to explore this issue collaboratively with leading academics and teacher CPD practitioners from across the sector by convening an Expert Working Party (EWP). This report synthesises emerging findings, includes personal reflections and provocations, and offers the term didagogy as a way to articulate and therefore improve our collective approach to teacher development.
Transforming Teacher Appraisal: Moving away from Performance-Related Pay and towards meaningful professional growth
September 2024 marked a significant turning point in how UK schools approach teacher appraisal – the Teacher Development Trust’s research considers what this means for teacher development.
The Early Career Framework Handbook
Teaching is a career-long journey of professional learning and development. The Chartered College of Teaching is on hand to help you every step of the way. This handbook guides you through all aspects of the Early Career Framework (ECF), supporting you through the full two-year programme. It is both useful and thought-provoking and includes chapters covering all aspects of the ECF from well-known teachers and researchers across the world of education
Revisiting the notion of teacher professionalism
A focus on developing and sustaining teacher professionalism should lie at the heart of all education policy, and particularly teacher recruitment and retention.
Quality Assurance of Teachers’ Continuing Professional Development: Design, Development and Pilot of a CPD Quality Assurance System
In this report we share the outcomes of a project to design, develop and pilot a system for quality assuring teachers’ continuing professional development (CPD).
Education in times of crisis: Effective approaches to distance learning
This report marks the culmination of the ‘Education in times of crisis’ series, an essential resource for teachers and policymakers on distance learning. This final report presents findings from a project involving 400 teachers, setting out their views, experiences and innovations around emergency remote teaching.
Education in times of crisis: Teachers’ views on distance learning and school reopening plans during COVID-19
The second in the ‘Education in times of crisis’ series of reports looks at member views on the potential impacts of closures on learning, wellbeing and long-term implications.
Cognitive science in education: Teachers’ priorities for research
The aim of the Chartered College of Teaching is to support evidence-informed practice in education by narrowing the research-practice gap.