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Plowden, child-centred, post-Vygotskyan, constructivist learning management techniques thathad become pervasive in the vast majority of England's primary schools. Teachers were 'trained'to deliver the strategies in an unashamedly didactic manner.History will show that this approach was unpopular with teachers. It was ideologically-driven, itwas theoretically-thin (one sponsored, research paper from Reynolds (1998), see above) and wasout-of-step with the research-informed insights of the CPD community in England.Refreshingly and reassuringly the TDA had listened carefully to these CPD experts andproduced a policy document which enshrines pervasive ideas in teacher education which aremore in keeping with contemporary research-informed evidence and theory (TDA, 2007). Astandout bullet point in the present context is this:“It [CPD] enables the participants to develop skills, knowledge and understanding whichwill be practical, relevant and applicable to their current role or career aspiration – forexample, in curriculum or subject content, teaching and learning strategies and the uses oftechnology.CPD is only effective when it is directly relevant to each participant. Where CPD isprovided for large groups, or for the whole staff, it may be useful to separate theparticipants into smaller groups so the CPD can be customised to suit each type ofparticipant.” (TDA, 2007 p.2)What is presented here, largely on the basis of synthetic insights arising from EPPI reviews(http://eppi.ioe.ac.uk/cms/), is a model of CPD that is personalised, focused, ambition-orientedand with the professional learner at the centre of their own journey. It notes also the lack ofvalue added to teachers’ professional learning by whole staff INSET that is often described as‘airport anthropology’, ‘seagull strategy’ or ‘hit and run training’. Accounted for implicitly inthese quotations is the notion of self-directed learning.124Simon Hughes Ph.D. Thesis (October 2012)