Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 0 |
Since 2016 (last 10 years) | 0 |
Since 2006 (last 20 years) | 7 |
Descriptor
Source
Professional Development in… | 7 |
Author
Eady, Sandra | 1 |
Evans, Linda | 1 |
Fowler, Zoe | 1 |
Grace, Gerald | 1 |
Jackson, Alison | 1 |
Jones, Marion | 1 |
McNamara, Olwen | 1 |
Murray, Jean | 1 |
Niesz, Tricia | 1 |
O'Brien, Jim | 1 |
Stanley, Grant | 1 |
More ▼ |
Publication Type
Journal Articles | 7 |
Opinion Papers | 7 |
Reports - Descriptive | 1 |
Reports - Evaluative | 1 |
Education Level
Higher Education | 4 |
Postsecondary Education | 2 |
Adult Education | 1 |
Elementary Secondary Education | 1 |
Audience
Researchers | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
O'Brien, Jim – Professional Development in Education, 2011
This paper reflects on the development of teacher continuing professional development (CPD) in Scotland, a constituent part of the United Kingdom that now has significant devolved powers within the United Kingdom--from a time when INSET was ill-coordinated and unvalued to the present reliance on CPD, with substantial investment, as the agent of…
Descriptors: Foreign Countries, Professional Development, Teaching Methods, Professional Continuing Education
Thomas, Anne Burns; Niesz, Tricia – Professional Development in Education, 2012
In this Viewpoint, we aim to raise questions about the positioning of teachers and teacher knowledge in professional development networks. We contend that diverse purposes across professional development configurations labeled "networks" have been glossed over in the literature, obscuring important questions about teacher learning and its role in…
Descriptors: Teacher Characteristics, Change Agents, Educational Change, Professional Development
Jackson, Alison; Eady, Sandra – Professional Development in Education, 2012
In this paper the authors suggest that teacher educators in higher education institutions (HEIs) in England are not fully convinced that teaching should be a Masters profession. The original engagement with Masters-level provision for student-teachers in England seems to have been founded on a technicality rather than a committed philosophical…
Descriptors: Higher Education, Teaching (Occupation), Foreign Countries, Teacher Educators
Fowler, Zoe; Stanley, Grant; Murray, Jean; Jones, Marion; McNamara, Olwen – Professional Development in Education, 2013
This article focuses on a virtual research environment (VRE) and how it facilitated the networking of teacher educators participating in an Economic and Social Research Council-funded research capacity-building project. Using the theoretical lenses of situated learning and socio-cultural approaches to literacy, participants' ways of engaging with…
Descriptors: Teacher Educators, Capacity Building, Communities of Practice, Educational Environment
Ushie, Beshel Cee – Professional Development in Education, 2009
Emphasis has been on in-service training of primary school teachers in Nigeria with low laid down practises of continued professional development of teachers. This paper submits that there is need for school based professional development programmes for primary school teachers in Nigeria if they are to remain effective.
Descriptors: Foreign Countries, Professional Development, Professional Continuing Education, Inservice Teacher Education
Evans, Linda – Professional Development in Education, 2009
This paper focuses on the research-related, in-service professional development of social science academic researchers. It identifies as a gap in provision the paucity of provision of career-long training in the "creative" elements of research practice--specifically the methodological skills that have the potential to enhance individuals' research…
Descriptors: Educational Research, Professional Recognition, Professional Development, Social Sciences
Grace, Gerald – Professional Development in Education, 2009
This paper argues that the professional development and in-service educational needs of faith school leaders have been neglected by mainstream providers of continuing professional development programmes in the United Kingdom. Given the substantial presence of Church of England and Roman Catholic schools and colleges in the UK system and current…
Descriptors: Educational Needs, Foreign Countries, Professional Development, Instructional Leadership