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ERIC Number: EJ1124571
Record Type: Journal
Publication Date: 2015-Dec
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2353-9518
Methodology of Comparative Analysis of Public School Teachers' Continuing Professional Development in Great Britain, Canada and the USA
Mukan, Nataliya; Kravets, Svitlana
Comparative Professional Pedagogy, v5 n4 p39-45 Dec 2015
In the article the methodology of comparative analysis of public school teachers' continuing professional development (CPD) in Great Britain, Canada and the USA has been presented. The main objectives are defined as theoretical analysis of scientific and pedagogical literature, which highlights different aspects of the problem under research; characteristic of the research methodology, used to conduct the comparative analysis. Their major components of the research model (parametric-determining, conceptual and analytical, integrating-analytical and differentiating-analytical, prognostic component) have been defined and specified. Public school teachers' CPD has been studied by foreign and domestic scientists: political, social, cultural and economic aspects of teachers' CPD (L. Darling-Hammond, M. Tight); CPD programs (C. Pratt); CPD content (N. Dana Fichtman, M. Rees, A. Ross, S. Zepeda); CPD models, methods and forms (K. Duinlan, P. Grimmet, G. Troia, P. Wong); continuous professional education (Ya. Belmaz, A. Kuzminskyy, O. Kuznyetsova). The research methodology comprises theoretical (comparative-historical, logical, induction and deduction, comparison and compatibility, structural and systematic, analysis and synthesis, general scientific and interdisciplinary forecasting methods), and applied (observations, questioning and interviewing) methods. The research results have been presented.
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Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Great Britain); Canada; United States