Expert Views on the Implementation of Teacher Professional Development in European Countries

Autor/inn/en	Lipowski, Katrin; Jorde, Doris; Prenzel, Manfred; Seidel, Tina
Titel	Expert Views on the Implementation of Teacher Professional Development in European Countries
Quelle	In: Professional Development in Education, 37 (2011) 5, S.685-700 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2011.621968
Schlagwörter	Expertise; Qualitative Research; Teacher Effectiveness; Interviews; Foreign Countries; Professional Development; Comparative Analysis; Science Education; Educational Improvement; Outcomes of Education; Financial Support; Futures (of Society); Institutional Role; Denmark; Germany; Hungary; Norway; United Kingdom + Suchen Sie Ihr Suchwort? Expert appraisal; Qualitative Forschung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Interviewing; Interviewtechnik; Ausland; Naturwissenschaftliche Bildung; Teaching improvement; Unterrichtsentwicklung; Lernleistung; Schulerfolg; Finanzielle Förderung; Future; Society; Zukunft; Dänemark; Deutschland; Ungarn; Norwegen; Großbritannien
Abstract	International comparisons in science (and mathematics) education show the relevance of teaching quality for learning outcomes. Teacher professional development (TPD) is hence considered particularly relevant for improving teaching and learning in science. The study at hand is part of a European network initiative named Mind the Gap that explores the conditions of TPD. In our project, expert interviews were used to build a knowledge base that includes both the status quo and challenges of TPD in European countries. As a method, we used semi-structured interviews with designated experts from five European countries. The interview questions were based on criteria identified by research on effective TPD conditions. The results of qualitative analyses reveal specific patterns of TPD in groups of European countries, with some countries matching effective TPD conditions closer than others. Experts from all five countries (Denmark, Germany, Hungary, Norway and the United Kingdom) identified basic organizational and monetary support for participating in TPD as a major challenge for future development. (Contains 1 figure and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10