Identifying the professional development needs of early career teachers in Scotland using nominal group technique

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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    Abstract

    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.

    Creators(s): Kennedy, Aileen ORCID logoORCID: https://orcid.org/0000-0002-2724-6911 and Clinton, Colleen;
    Item type:Article
    ID code:28525
    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 15:17
    Last modified:20 Jan 2021 18:56
    URI:https://strathprints.strath.ac.uk/id/eprint/28525
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