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
Year published
2020
Metadata
Show full item recordAbstract
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
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