Over the past 20 years, initial teacher training (ITT) and continuing professional development for serving teachers (CPD) have become increasingly experimental.

Various new schemes of ITT are more school-based than conventional models. CPD is also, in parallel, moving away from a model in which teachers attend occasional courses outside school to advance their knowledge and skill in specialist fields. They are now more likely to undertake school-based, school-led professional development focusing more on generic issues about learning and whole-school improvement.

Expert-to-novice transmission is being replaced by peer-to-peer mentoring and coaching. Inter-school networks are also seen as crucial to such developments.

Role reconfigurations

• Co-construction between stakeholders
• Governance
• Widespread, school-based innovation
• Initial teacher training and continuing professional development
• Partners as teachers

Institutional reconfigurations

Leadership reconfigurations