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 ...