Research and analysis: Early career continuing professional development (CPD): research

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This research was carried out in 2018 to gather evidence on issues for early career teachers and good practice within early career.

The research was mainly qualitative, involving interviews with early career teachers and mid-career teachers in schools on their experiences and views of support received and needed, as well as with senior leaders.

We have identified characteristics of provision perceived as successful for early career teachers, including newly qualified teachers (NQTs).

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