Teachers' Continuing Professional Development: framing a model of outcomes

被引：11
|
作者：
Harland, John
Kinder, Kay
机构：
来源：
PROFESSIONAL DEVELOPMENT IN EDUCATION | 2014年 / 40卷 / 04期
关键词：
D O I：
10.1080/19415257.2014.952094
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
In order to contribute towards the construction of an empirically-grounded theory of effective continuing professional development (CPD), this paper seeks to develop a model of the effects of teachers' CPD or in-service education and training (INSET). It builds on an earlier typology of INSET outcomes and compares it to two previous classification frameworks. It is argued that the proposed model of outcomes could be used to delineate more clearly the specific effects which might accrue from different CPD formats.
引用
收藏
页码：669 / 682
页数：14
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