An Innovative Practitioner Research Model of Continuing Professional Development A Case Study of an Educational Psychologists' Professional Development Programme in Scotland

This article presents an innovative model of Continuing Professional Development (CPD) that has been used in Scotland to encourage research and to develop research skills amongst applied educational (school) psychologists. 1 This is a process-based CPD model rather than the traditional `attendance at CPD workshops' model, leading to active learning and knowledge creation for the professional and the profession. Data collected from educational psychologists and stakeholders suggests that it is very effective but there is room for improvement. The lessons learnt over the 13 years of its operation and through a recently commissioned evaluation will hopefully be of interest to other applied educational psychologists internationally, as well as related professions.