Teachers' Participation in Professional Development
Springer International Publishing (Verlag)
978-3-030-38843-0 (ISBN)
This book presents a systematic literature review focusing on studies examining teachers' participation in professional development (PD) within Germany, Austria, and Switzerland since 1990. It has identified 81 relevant studies and summarizes the results while answering the following research questions: What are teachers' self-reported reasons participate in formal PD? What barriers do teachers report that prevent them to participate in formal PD? What individual and context characteristics are associated with teachers' PD behavior?
Teachers' PD is considered to be an important part of the teaching profession. It is seen as a tool for constant further development for teachers to adapt to changing standards in schools and classrooms, requirements for students, and personal challenges associated with the daily work in school. However, it is repeatedly claimed that there is no sufficient research with regard to teachers' participation in formal PD, as well as ofaspects that may influence their PD behavior. In spite of a large number of studies that contribute to this question within Germany, Austria, and Switzerland, only a few of them are cited regularly. Since much of this research is published in German, the results are not accessible for international researchers and comparisons between different countries. This comprehensive review makes these result accessible.
1. Relevance and Scope of the Literature Review.- 1.1 Motivation for the Literature Review.- 1.2 Research Questions for the Literature Review. 1.3 Theoretical Approaches to Teachers' Participation in Professional Development.- 1.4 Teacher Professional Development in Germany, Austria, and Switzerland.- 2. Methods of the Systematic Literature Review.- 2.1 Search Procedure.- 2.2 Description of Included Studies.- 3. Reasons for Participation in Professional Development.- 4. Barriers to Participation in Professional Development.- 5. Individual and Context Characteristics Related to Teachers' Professional Development Behavior.- 5.1 Characteristics of Teacher.- 5.2 Characteristics of Professional Development Program.- 5.3 Context Conditions.- 6. Conclusions from the Literature Review.- 6.1 Summary of Results and Discussion.- 6.2 Limitations of Included Studies and Conclusions for Further Research.- 6.3 Limitations of the Literature Review.- References.
| Erscheinungsdatum | 22.01.2020 |
|---|---|
| Reihe/Serie | SpringerBriefs in Education |
| Zusatzinfo | VI, 122 p. 3 illus. |
| Verlagsort | Cham |
| Sprache | englisch |
| Maße | 155 x 235 mm |
| Gewicht | 209 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Berufspädagogik |
| Sozialwissenschaften ► Pädagogik ► Bildungstheorie | |
| Schlagworte | Adult Education • Barriers for professional development • in-service teacher education • participation in further education • PD studies in Germany, Austria, and Switzerland • Professional Development (PD) • teacher professional development • Teachers' learning and behaviour • Teachers’ learning and behaviour • Teachers participation in professional development • Training Motivation |
| ISBN-10 | 3-030-38843-3 / 3030388433 |
| ISBN-13 | 978-3-030-38843-0 / 9783030388430 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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