A mixed-methods approach was used to explore PD in 16 – 19 education across two distinct components. The first component involved two national surveys — one targeting PD leads (97) and the other 16 – 19 teachers (180) — designed to gather broad insights into PD practice and experiences. These were complemented by interviews with PD leads from a range of 16 – 19 settings and with providers of 16 – 19 PD. In addition, contextual data were collected to understand how organisational characteristics and priorities influence PD provision, including what that provision looks like in practice.
The second component focused on a two-part secondary analysis of 16 – 19 PD programmes. This began with a broad review of 90 publicly available programmes, followed by a detailed analysis of nine selected examples. These included three programmes delivered by external PD providers and six in-house programmes from different post-16 settings. The analysis was guided by the 14 evidence-informed mechanisms for effective PD identified by Sims et al. (2021), providing a structured lens through which to assess the design and delivery of professional development across the sector.