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ERIC Number: EJ818557
Record Type: Journal
Publication Date: 2006-Sep
Pages: 14
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-1367-4587
Career Entry Development Profiles and the Statutory Induction Arrangements in England: A Model of Effective Practice for the Professional Development of Newly Qualified Teachers?
Hodkinson, Alan
Journal of In-service Education, v32 n3 p287-300 Sep 2006
This paper provides a critical evaluation of the model of professional development elucidated within the Career Entry Development Profile and induction arrangements for newly qualified teachers (NQTs) in England. In addition, it outlines the findings from a small-scale study of NQTs' professional development during their first year of teaching. The findings of the study, while accepting that, in theory, the CEDP and induction arrangements provide an effective model of professional development, questions whether, in practice, beginning teachers are being facilitated with high-quality personalised in-service training.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)