Stimulating teachers’ continuous professional development in the Netherlands
Planned Continuous Professional Development (CPD) in the past and current international initiatves are frequently based on an implicit deficiency assumption or gap-based model. This study answered the research question “To what extent can teachers be triggered to participate in CPD following a sequential, gap-based model and what is the relation with personal and psychological factors?” Specifically, the influence of personal and psychological factors on three phases of teacher CPD according to the I-Change model (awareness of the need for CPD, motivation to take part in CPD and taking action)... Mehr ...
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Dokumenttyp: | Artikel |
Erscheinungsdatum: | 2015 |
Verlag/Hrsg.: |
University of Malta. Faculty of Education
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Schlagwörter: | Career development -- Netherlands / Teachers -- Education (Continuing education) -- Netherlands / Teachers -- Job satisfaction -- Netherlands |
Sprache: | Englisch |
Permalink: | https://search.fid-benelux.de/Record/base-26831055 |
Datenquelle: | BASE; Originalkatalog |
Powered By: | BASE |
Link(s) : | https://www.um.edu.mt/library/oar//handle/123456789/20656 |