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ERIC Number: EJ856783
Record Type: Journal
Publication Date: 2009-Feb
Pages: 13
Abstractor: As Provided
Reference Count: 26
ISSN: ISSN-1366-4530
Identifying the Professional Development Needs of Early Career Teachers in Scotland Using Nominal Group Technique
Kennedy, Aileen; Clinton, Colleen
Teacher Development, v13 n1 p29-41 Feb 2009
This paper reports on phase 1 of a project commissioned by Learning and Teaching Scotland to explore the continuing professional development (CPD) needs of teachers in Scotland in years 2-6 of their careers. Nominal group technique (NGT) was employed to identify the CPD needs of year 2-6 teachers and to identify the relative priority of these needs. The NGT data were subsequently used, together with findings from a review of literature, to inform a national survey. The paper outlines key issues arising from the NGT phase. Conclusions consider some of the potential drawbacks of NGT as a method but focus on the added value which the NGT process contributed to the overall project design. (Contains 3 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
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 (Scotland)