Introduction
In adult and vocational education, Continuing Professional Development (CPD) is vital for improving teaching quality, inclusion, and meeting complex learner needs.
However, many CPD models remain technocratic, focusing on standardisation and compliance (Elahi & Bilal, 2025), which risks sidelining practitioners’ voices and ethical considerations (Appleby & Pilkington, 2014). Reframed as praxis—a morally grounded, critical, and context-sensitive practice (Kemmis et al., 2014), CPD becomes a relational and transformative process emphasising professional agency (Eteläpelto et al., 2013). This paper critically reflects on my CPD and leadership in adult care education, using theories of leadership (Leithwood and Jantzi, 2005; Zhao and Sun, 2024), self-efficacy (Bandura, 1997), planned behaviour (Ajzen, 1991), and practice architectures (Kemmis et al., 2014) to examine how inclusive assessment, emotional intelligence, and collaboration have shaped my leadership identity and professional growth.
Personal Context
Continuing Professional Development is widely defined as a sustained and strategic process for enhancing both pedagogical expertise and subject-specific knowledge. Keegan (2019, p. 110) characterises CPD as a long-term professional growth commitment, while Leonardi et al. (2021, p. 5) define it as a structured series of developmental activities that shape professional competencies, dispositions, and attitudes.
These conceptualisations suggest that CPD must extend beyond episodic training and compliance-oriented tasks, embodying lifelong learning and critical renewal. Developing and implementing a longitudinal professional learning plan enabled me to systematically monitor progress, critically evaluate outcomes, and adapt objectives in response to the evolving demands of both scholarly inquiry and applied professional practice. Continuing Postgraduate studies in Education and Leadership, and completion of an MRes in adult learning research, have equipped me with the theoretical and methodological tools to engage critically with CPD.
My work place (18 years) Work-Based Learning (WBL) research in the UK care sector (Navalainen et al., 2017; Olmos et al., 2023; Parkinson and Dziallas, 2024) has further deepened my appreciation of the emotionally charged, ethically complex contexts in which CPD must be embedded. Earlier qualifications in Training, Assessment and Quality Assurance (TAQA), and roles as an Assessor, Internal Quality Assurer (IQA), and Lead Quality Practitioner gave me a foundation in standards-based models of CPD. However, through engagement with praxis theory (Kemmis et al., 2014; Salo et al., 2024), I moved beyond transactional compliance to embrace a more dialogic, ethically grounded, and reflexive model of professional learning.
This paradigm shift was validated during a 2024 Ofsted inspection, where the reflective, collaborative culture underpinning my CPD leadership and the development of my peers was formally recognised. Peer dialogue and the concept of ‘critical friendship’ (Swaffield, 2003) have been central to this transformation. A long-standing mentoring relationship with a senior academic (critical friend) prompted a deeper interrogation of assumptions and increased epistemic humility. Reflective conversations encouraged me to revisit how leadership decisions were made, particularly in high-pressure situations such as compliance visits and curriculum audits. Workshops on emotional intelligence (Goleman, 1995) and adult resilience prompted me to reconsider my previous behaviourist assumptions about learner engagement.
Drawing on emotionally literate leadership frameworks (Mavor et al., 2017), I led CPD sessions that explored emotional triggers and behaviour management, developing trauma-informed and compassion-based strategies. These practices proved vital in cultivating psychologically safe learning environments for adult learners facing socio-emotional challenges.
A pivotal moment came during a project on inclusive assessment, where staff resistance exposed my unconscious bias and prompted a leadership pivot. With the support of a critical friend, I transitioned from an authoritative leadership style to a more empathetic and collaborative approach. Schön’s (1996) reflective practitioner model was instrumental in identifying this shift, corresponding with Canrinus et al.’s (2012) dimensions of professional engagement: self-efficacy, motivation, and job satisfaction.
Additionally, Kelchtermans’ (2009) research on teacher self-image provided valuable context for my evolving professional identity. Following a 2024 Department for Education (DfE) compliance visit, I became acutely aware of how performative pressures had shaped my early leadership. Initially grounded in transactional principles (Bass, 1985), my style focused heavily on metrics and standardisation. Critical engagement with praxis literature (Kemmis, 2014; Salo et al., 2024) catalysed a transition toward co-constructed, dialogic, and ethically responsive professional learning. The DfE’s recommendation to embed more contextually sensitive approaches aligned with Bassot’s (2016) and Gibbs’ (1988) models of reflective learning, prompting a redesign of CPD structures to reflect wider my development and that of organisational goals.
Appleyard et al. (2025) advocate for CPD that is locally embedded, values-driven, and responsive—principles that closely reflect my practice. Central to this renewed vision was emotional intelligence (Goleman 2019). Inspired by Pulido-Martos et al. (2024), I integrated EI training into CPD through staff-led workshops focused on emotional regulation and compassionate pedagogy. Colleagues reported enhanced classroom dynamics and a stronger sense of belonging, reinforcing Mavor et al.’s (2017) findings on the importance of emotional attunement in inclusive education.
Ajzen’s (1991) Theory of Planned Behaviour offered a framework for understanding CPD resistance, emphasising the influence of social norms and perceived behavioural control. Alongside Bandura’s (1997) theory of self-efficacy, these models informed the development of inquiry-led, peer-supported CPD programmes that fostered autonomy and engagement (Chan et al., 2017). These experiences have informed my MPhil research proposal exploring how leadership behaviours, organisational culture, and self-efficacy impact CPD engagement in emotionally demanding WBL settings. While transformational leadership theory (Burns, 1978; Leithwood and Jantzi, 2005) has guided my efforts to inspire vision and inclusion, I remain mindful of Kuhnert and Lewis’ (1987) critique, which warns of idealism that overlooks systemic constraints. I strive to balance transformational ideals with transactional pragmatism. Peer feedback confirmed the efficacy of this approach – colleagues noted that emotionally literate training helped them “manage classroom challenges with empathy rather than controlling the environment,” while curriculum co-design efforts improved engagement among previously marginalised learners.