Exploring the transformative potential of specific pedagogies on pupils’ awareness and critical understandings of global issues. 

With school budgets at their tightest and a wealth of choices for teacher Continuing Professional Development (CPD), how do senior leaders make the right decisions on training which will deliver real change to classroom practice? CPD must go beyond adding content and resources to an already overwhelmed curriculum but also consider how teachers teach, what that looks like in the classroom and the impact on pupil outcomes beyond tests. Approaches to global learning are closely linked to critical pedagogies and engaging with the world. The question for this research concerns the impact of certain types of pedagogy, specifically those which engage in critical thinking to produce critical understanding in global learning, and asks what conditions are required within teacher CPD in England to support teachers to achieve their full potential in the classroom.