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dc.contributor.authorMain, Katherine
dc.contributor.authorPendergast, Donna
dc.contributor.editorVirtue, DC
dc.date.accessioned2021-02-17T23:16:27Z
dc.date.available2021-02-17T23:16:27Z
dc.date.issued2020
dc.identifier.isbn978-0-8153-5861-9
dc.identifier.doi10.4324/9781351122115-16
dc.identifier.urihttp://hdl.handle.net/10072/402165
dc.description.abstractContinuing 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.
dc.languageEnglish
dc.publisherRoutledge
dc.relation.ispartofbooktitleInternational Handbook of Middle Level Education Theory, Research, and Policy
dc.relation.ispartofchapter16
dc.relation.ispartofchapternumbers29
dc.relation.ispartofpagefrom220
dc.relation.ispartofpageto235
dc.subject.fieldofresearchEducation
dc.subject.fieldofresearchcode13
dc.subject.keywordsSocial Sciences
dc.subject.keywordsEducation & Educational Research
dc.subject.keywordsSelf-efficacy
dc.subject.keywordsReflection
dc.titleContinuing Professional Development and Middle Years Teachers: What the Literature Tells Us
dc.typeBook chapter
dc.type.descriptionB2 - Chapters (Other)
dcterms.bibliographicCitationMain, K; Pendergast, D, Continuing Professional Development and Middle Years Teachers: What the Literature Tells Us, International Handbook of Middle Level Education Theory, Research, and Policy, 2020, pp. 220-235
dc.date.updated2021-02-15T22:39:03Z
dc.description.versionSubmitted Manuscript (SM)
gro.rights.copyright© 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
gro.hasfulltextFull Text
gro.griffith.authorPendergast, Donna L.
gro.griffith.authorMain, Katherine M.


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