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ERIC Number: EJ1100075
Record Type: Journal
Publication Date: 2016-May
Pages: 26
Abstractor: As Provided
Reference Count: 38
ISBN: N/A
ISSN: ISSN-0957 7572
Criteria for Continuing Professional Development of Technology Teachers' Professional Knowledge: A Theoretical Perspective
Engelbrecht, Werner; Ankiewicz, Piet
International Journal of Technology and Design Education, v26 n2 p259-284 May 2016
Continuing professional teacher development (CPTD) is generally accepted as an indispensable tool for the professional development of technology teachers. The current theoretical framework for CPTD comprises a variety of models. However, criteria underpinning these models are not explicit. If, in turn, the criteria were explicit, it could serve as part of the pre-determined criteria for the evaluation of the quality of CPTD programmes. The quality of higher education is important to its stakeholders and the assurance thereof should be a continuous process. The aim of this article is to determine criteria for evaluating CPTD programmes through an analysis of CPTD models in different educational settings. The article takes the form of a literature study to determine which CPTD models exist and which aspects of such models are most suitable for facilitating development of technology teachers' professional knowledge. A significant finding of this study is eight criteria for evaluating CPTD programmes.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Information Analyses; Reports - Evaluative
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A