Beyond induction: the continuing professional development needs of early-career teachers in Scotland

Aileen Kennedy, Jane McKay

Research output: Contribution to journalArticle

Abstract

Continuing professional development (CPD) for teachers in Scotland, as in many other countries worldwide, is receiving increased attention. Within the Scottish context, a gap in the CPD framework had been identified for early-career teachers who have completed the induction year but are not yet eligible to embark on the Chartered Teacher Programme. Learning and Teaching Scotland, the school curriculum development body for Scotland, therefore commissioned a research project to explore the CPD needs and priorities of these early-career teachers and the barriers to their participation. The project employed a three-staged methodology: nominal group technique interviews with teachers in four local authorities; a national online survey; and a stakeholder consultation exercise. Results indicate that the early-career teachers have a wide range of different needs, in terms of both content and mode of CPD, yet they do not appear to feel strongly about barriers to their participation. The article concludes by outlining policy and practice implications arising from the research.
Original languageEnglish
Pages (from-to)551-569
Number of pages19
JournalProfessional Development in Education
Volume37
Issue number4
Early online date17 Dec 2010
DOIs
Publication statusPublished - 2011

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need development
induction
career
teacher
school development
participation
curriculum development
online survey
research project
stakeholder
methodology
Teaching
interview
learning
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Keywords

  • early professional development
  • CPD
  • teachers
  • Scotland

Cite this

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Beyond induction: the continuing professional development needs of early-career teachers in Scotland. / Kennedy, Aileen ; McKay, Jane.

In: Professional Development in Education, Vol. 37, No. 4, 2011, p. 551-569.

Research output: Contribution to journalArticle

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