A review of issues in continuing professional development in teaching, nursing and radiography

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Abstract
This paper examines developments in the provision of continuing professional development (CPD) for school teachers, nurses and radiographers in the UK. The focus is on current developments which are located in the context of models of professional development. Three major issues are identified: funding/resourcing, curriculum coherence and the relationship to practice. The latter raised further issues for consideration including the accreditation of practice, the development of reflective practice and the moves towards research‐based and evidence‐based practice. The paper concludes that CPD is a comparatively under‐researched activity and that the approaches to CPD in the three occupational groups have significant similarities. Furthermore the existing literature has not located CPD in the context of current thinking regarding learning organizations and post‐technocratic models of professional development.