Professional development for professional learners: teachers’ experiences in Norway, Germany and England
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.
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.
|Keywords||teacher education; longitudinal study; continuing professional development|
|Journal||Journal of Education for Teaching: International research and pedagogy|
|Journal citation||39 (4), pp. 383-399|
|Accepted author manuscript|
|Digital Object Identifier (DOI)||doi:10.1080/02607476.2013.769339|
|12 Feb 2013|
|Publication process dates|
|Deposited||19 Mar 2013|
|Copyright information||This 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  [copyright Taylor & Francis], available online at: http://www.tandfonline.com/10.1080/02607476.2013.769339|
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