If the purpose of education is to have equal access and equity across all social groups, then we must understand and ensure equality of access and equity for educational achievement across the diversity of learners at school.

This same understanding, and actions, should shape TPD programmes. TPD itself must demonstrate understanding of teacher learning, just as teachers must understand student learning. The way that TPD regards teachers should reflect the ways we would like teachers to regard their own students. TPD should demonstrate equity by being participative, with agency accorded to teachers themselves.

To improve teacher practice in diverse circumstances – including circumstances which are not ideal – the following ideas are important:

The traditional ‘cascade’ model of TPD that is ‘expert-led’ can perpetuate power hierarchies and not shift established practices. Teachers should have the opportunity to identify, and respond to, their own needs. Teachers should also be able to challenge assumed practices, with specialist support and mentoring as needed. There is evidence that ‘learning by participation’, rather than by didactic instruction, makes a greater impact on teacher practice, because teachers learn to do things in more than one way.

From this it follows that professional development should include not only formal opportunities but also, and importantly, informal opportunities - such as reading groups, and teacher-led discussion groups, where teachers can work together around a shared interest and take charge of their own agenda.  Such spaces are increasingly possible via ICTs.