Abstract

In the 25 years since devolution in Wales, professional learning has changed significantly. This article considers the development of Welsh Government initiatives over the last two decades and explores where they might be placed on a continuum between transmissive and transformative approaches. The article also explores recent developments of professional learning through the lens of political, professional and pragmatic conceptions of the domain. Although there is limited empirical research on these initiatives, there is some evidence of shifts in policy and practice in Wales aimed at streamlining and improving the quality assurance of professional learning for practitioners. The Welsh Government’s definition of professional learning is evolving, and a positive landscape formed of professionally led and transformative professional learning may be emerging. However, the article argues that professional learning has some way to go before it is fully integrated into the learning culture of schools in Wales.

Keywords: professional learning, policy change, wales, devolution, educational leadership, professional enquiry

How to Cite:

Hutt, M., Smith, K. & Jones, K., (2024) “Professional learning in education: policy and practice in Wales since devolution”, Wales Journal of Education 26(2). doi: https://doi.org/10.16922/wje.26.2.4