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  • Continuing Professional Development and Middle Years Teachers: What the Literature Tells Us

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    Embargoed until: 2021-04-11
    Author(s)
    Main, Katherine
    Pendergast, Donna
    Griffith University Author(s)
    Pendergast, Donna L.
    Main, Katherine M.
    Year published
    2020
    Metadata
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    Abstract
    Continuing Professional Development (CPD) is essential for middle years practitioners to develop their pedagogical skills and content knowledge. The authors used systematic quantitative literature review (SQLR) of CPD journal articles and other important works published from 2000 to June 2018, exploring where the research was conducted; what approaches, methods and technology were used; and the main research findings. This work aims to contribute to knowledge and to identify the types of CPD practices that have the most significant impact on learning outcomes for middle years learners.Continuing Professional Development (CPD) is essential for middle years practitioners to develop their pedagogical skills and content knowledge. The authors used systematic quantitative literature review (SQLR) of CPD journal articles and other important works published from 2000 to June 2018, exploring where the research was conducted; what approaches, methods and technology were used; and the main research findings. This work aims to contribute to knowledge and to identify the types of CPD practices that have the most significant impact on learning outcomes for middle years learners.
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    Book Title
    International Handbook of Middle Level Education Theory, Research, and Policy
    DOI
    https://doi.org/10.4324/9781351122115-16
    Copyright Statement
    © 2020 Taylor & Francis. This is an Accepted Manuscript of a book chapter published by Routledge in International Handbook of Middle Level Education Theory, Research, and Policy on 11 October 2019, available online: http://dx.doi.org/10.4324/9781351122115-16
    Subject
    Education
    Social Sciences
    Education & Educational Research
    Self-efficacy
    Reflection
    Publication URI
    http://hdl.handle.net/10072/402165
    Collection
    • Book chapters

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