Kennedy, Aileen and Clinton, Colleen (2009) Identifying the professional development needs of early career teachers in Scotland using nominal group technique. Teacher Development, 13 (1). pp. 29-41. ISSN 1366-4530
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This paper reports on phase 1 of a project commissioned by Learning and Teaching Scotland (the lead organisation for curriculum development in Scotland) to explore the continuing professional development 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.
|Keywords:||continuing professional development, early career teachers, nominal group technique, teacers, teaching, learning, CPD, Education (General), Education|
|Subjects:||Education > Education (General)|
|Department:||Faculty of Humanities and Social Sciences (HaSS) > School of Education > Education|
Faculty of Education > Educational Studies
|Depositing user:||Miss Claire McConnell|
|Date Deposited:||26 Oct 2010 16:17|
|Last modified:||05 Sep 2014 05:25|
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