If someone were to come up with an idea that would facilitate the take-up by teachers of CPD of proven quality that would reduce teacher debt and, at the same time, save the taxpayer money, most people would expect that person’s suggestion to be immediately supported, and the individual concerned to receive a well-deserved pat on the back. Unfortunately, the world does not always work like that.

“教师被迫借入的比他们所需要的更多。财政部正在被迫借给它的钱。“

首先，有点背景。直到2010年大选后不久，政府通过呼叫研究生专业发展（PPD）基金的某些东西补贴了大师的硕士培训硕士学位。还可以提供资金来支持劳工政府在教学和学习（MTL）计划中的旗舰大师。师范级CPD的教师的好处被充分记录。TTA / TDA委托的影响报告证明了“对教师实践的积极影响以及直接对学生的影响的积极影响的强有力。对受试者知识的改进进行了具体参考;信心;自尊;反射;和瞳孔动机，以及教师的招募和保留（海运2010）。 Earlier reports had reached similar conclusions – notably Soulsby and Swain’s (2003) report, ‘A report on the award-bearing INSET scheme’. The DfE itself now recognises the value of master’s-level CPD, as evidenced by comments in its December 2017 consultation, ‘Strengthening QTS and improving career progression for teachers’ (DfE 2017).

不幸的是，2010年大选后，中央政府支持大师级CPD，并在一般选举之后尽快结束，并参与和由此产生的福利不可避免地下降。对教师提供的剩余资金来源是研究生学习的中央政府贷款。根据此计划，人们可以借入高达10,260英镑的硕士学位。这包括教师，在持有硕士级学分的案件中，没有统治它们。But here is the rub: teachers can only borrow what they need to fund a full 180-credit master’s, regardless of the fact that most teachers will already have 60 master’s credits from their PGCE, and could easily transition into a full master’s programme that builds on and complements what was learned while securing those original 60 credits. This would seem to make good sense – but the government says no. Teachers must borrow the full amount needed to secure a full master’s. They are not allowed to borrow just enough for the 120 credits they actually need.

这似乎没有任何意义。教师被迫借入的比他们所需要的更多。财政部正在被迫比它需要更多的钱。并且在每个人都认识到师范级CPD教师的重要性，正在竖立不必要的障碍。通过撰写向官员和部长，并在我们的正式回应“加强QTS”咨询（UCET 2018）的正式回应中，UCET向政府提出了这一问题（UCET 2018） - 无济于事。

在长期的期限里，我们希望政府将在CPD为教师中妥善投资，并没有指望他们造成额外债务。然而，与此同时，它们至少可以看到感觉并删除这种完全不必要的障碍。

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参考

教育部[DFE]（2017）'加强合格教师地位，提高教师职业发展：政府咨询'，伦敦。https://consult.education.gov.uk/teaching-profession-unit/strengtening-qts-ant-improving-career-progression./

海运P（2010）对伦敦教师的研究生职业发展纵向综述：学校培训和发展局。http://www.tda.gov.uk/tacher/developing-career/professional-development/ppd/~/media/resources/ppd/pd_longitudinal_study.pdf.

Soulsby D和Swain D（2003）“关于伦敦屡获殊荣的Inset计划的报告：学校教育和技能和培训机构部门

大学教师教育理事会[UCET]（2018）'加强合格的教师地位，提高教师的职业发展：伦敦委员会咨询的UCET反应'。https://www.ucet.ac.uk/wp-content/uploads/2018/02/qtsconsultationresponse_final.docx.