Abstract
This paper provides a critical evaluation of the model of professional development elucidated within the Career Entry Development Profile and induction arrangements for newly qualified teachers (NQTs) in England. In addition, it outlines the findings from a small‐scale study of NQTs’ professional development during their first year of teaching. The findings of the study, while accepting that, in theory, the CEDP and induction arrangements provide an effective model of professional development, questions whether, in practice, beginning teachers are being facilitated with high‐quality personalised in‐service training.
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