There is a current debate concerning what constitutes evidence of impact on practice resulting from teachers' engagement in Continuing Professional Development (CPD) courses. The authors present two case studies of teachers who have completed a Masters Degree in Education, offering their own perceptions and those of their colleagues on the impact that their studies have had on their work in school. The case studies are based on interviews undertaken shortly after completion of the course and 1 year later, and show different ways in which impact may be demonstrated. It is argued that this has implications for higher education course providers and schools: they need to be flexible in their interpretations of the relationship between professional development and impact. In particular, the authors advocate that they listen to individual stories of the experience of CPD.

No abstract

No abstract

This study was designed to establish the levels of knowledge about the management of asthma among primary school teachers in South Essex. A total of 135 primary schools participated in a questionnaire survey, with data analysis being carried out on responses from 517 teaching staff. Findings showed that 47 per cent of respondents reported concern about dealing with a child suffering from asthma. Only 16.1 per cent felt confident in dealing with a child suffering from a severe asthma attack. Less than a third of respondents (29.6 per cent) had received training in the management of asthma. These results reflect the requirement to put new emphasis on greater collaborative and partnership working between the NHS and local education authorities to provide appropriate opportunities to meet this need. Increasing teachers' knowledge and access to resources should result in improved care of children with asthma in schools.

Janet Dyson explores forms of, and the importance of, narrative truth embodied in acts of storytelling. Calling on philosophers, published authors and her own research and teaching experience, she shows how fictional accounts can divulge deeper (if less universal) truths in ways that engage the imagination of the reader, becoming memorable. When training student teachers, Janet encourages them to adopt creative approaches as they reflect on their school experiences and, here, demonstrates how such a story can capture both an event and the emotions it engenders.