NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ947733
Record Type: Journal
Publication Date: 2011
Pages: 16
Abstractor: As Provided
Reference Count: 57
ISSN: ISSN-1941-5257
Expert Views on the Implementation of Teacher Professional Development in European Countries
Lipowski, Katrin; Jorde, Doris; Prenzel, Manfred; Seidel, Tina
Professional Development in Education, v37 n5 p685-700 2011
International comparisons in science (and mathematics) education show the relevance of teaching quality for learning outcomes. Teacher professional development (TPD) is hence considered particularly relevant for improving teaching and learning in science. The study at hand is part of a European network initiative named Mind the Gap that explores the conditions of TPD. In our project, expert interviews were used to build a knowledge base that includes both the status quo and challenges of TPD in European countries. As a method, we used semi-structured interviews with designated experts from five European countries. The interview questions were based on criteria identified by research on effective TPD conditions. The results of qualitative analyses reveal specific patterns of TPD in groups of European countries, with some countries matching effective TPD conditions closer than others. Experts from all five countries (Denmark, Germany, Hungary, Norway and the United Kingdom) identified basic organizational and monetary support for participating in TPD as a major challenge for future development. (Contains 1 figure and 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: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Denmark; Germany; Hungary; Norway; United Kingdom