Professional development for professional learners: teachers’ experiences in Norway, Germany and England

Article

Czerniawski, G. 2013. Professional development for professional learners: teachers’ experiences in Norway, Germany and England. Journal of Education for Teaching: International research and pedagogy. 39 (4), pp. 383-399. https://doi.org/10.1080/02607476.2013.769339
AuthorsCzerniawski, G.
Abstract

Proposals made by the European Commission in 2007 led to the Education Council adopting, for the first time, a European agenda for improving the quality of teaching and teacher education. This article reports on a small-scale longitudinal interview-based study with teachers in England, Norway and Germany demonstrating that while opportunities for professional development are increasing in all three countries, dissatisfaction is expressed by most teachers in relation to its quality and outcomes.

Keywordsteacher education; longitudinal study; continuing professional development
JournalJournal of Education for Teaching: International research and pedagogy
Journal citation39 (4), pp. 383-399
ISSN1360-0540
Year2013
PublisherRoutledge
Accepted author manuscript
License
CC BY-ND
Digital Object Identifier (DOI)https://doi.org/10.1080/02607476.2013.769339
Publication dates
Print12 Feb 2013
Publication process dates
Deposited19 Mar 2013
Copyright informationThis is an Author's Original Manuscript of an article whose final and definitive form, the Version of Record, has been published in the Journal of Education for Teaching [2013] [copyright Taylor & Francis], available online at: http://www.tandfonline.com/10.1080/02607476.2013.769339
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