Abstract
This study uses spatial analysis and third space to explore the experiences of teachers undertaking a Masters-level Continuing Professional Development (CPD) programme. Eight Respondents were invited to bring objects to their interview that represented significant aspects of their practice in relation to the course. These objects afforded an exploration of respondents’ views, experiences and consideration of the impact of the programme on their professional identities. How policy and practice are inter-related is explored. This allows for a socio-material take on the CPD process as one whereby people, as well as objects, such as ‘standards’, play equally important roles. This study considers the theory of Thirdspace to analyse and theorise how CPD activity had impacted upon the practices.
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