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

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Main, Katherine
Pendergast, Donna
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Virtue, DC

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2020
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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.

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International Handbook of Middle Level Education Theory, Research, and Policy

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© 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

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Teacher education and professional development of educators

Social Sciences

Education & Educational Research

Self-efficacy

Reflection

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Main, 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

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