Abstract
Abstract Reference to profiles by the Teacher Training Agency is clearest in relation to initial training or newly‐qualified teachers, with a current emphasis on career entry profiles. The concept of career‐long professional development and comment on rolling profiles has extended this interest to serving teachers. As yet, there is little information of what this may mean. This paper asks what professional profiles may be in this context. It describes and comments on a brief questionnaire undertaken with teachers in Essex in late 1994. Finally, it identifies the major issues which presently underlie profiling in continuing professional development. In doing this, particular reference is made to duality of function, ownership and the relationship of profiles to portfolios. Some parts of this paper were presented at a conference of the Standing Council for the Education and Training of Teachers on 14 June 1995.
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