ERIC Number: EJ818557
Record Type: Journal
Publication Date: 2006-Sep
Abstractor: As Provided
Reference Count: 36
Career Entry Development Profiles and the Statutory Induction Arrangements in England: A Model of Effective Practice for the Professional Development of Newly Qualified Teachers?
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.
Descriptors: Foreign Countries, Professional Development, Profiles, Best Practices, Beginning Teacher Induction, Policy Analysis, Program Effectiveness, Program Evaluation, Case Studies, Interviews, Educational Quality, Educational Assessment, Educational Indicators
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
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)