Identifying the Professional Development Needs of Early Career Teachers in Scotland Using Nominal Group Technique

Autor/inn/en	Kennedy, Aileen; Clinton, Colleen
Titel	Identifying the Professional Development Needs of Early Career Teachers in Scotland Using Nominal Group Technique
Quelle	In: Teacher Development, 13 (2009) 1, S.29-41 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
Schlagwörter	Foreign Countries; Methods; Needs Assessment; Group Discussion; Beginning Teachers; Professional Continuing Education; Faculty Development; Literature Reviews; National Surveys; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Method; Methode; Bedarfsermittlung; Gruppendiskussion; Junior teacher; Junglehrer; Berufsfeldbezogener Unterricht; Weiterbildung
Abstract	This paper reports on phase 1 of a project commissioned by Learning and Teaching Scotland to explore the continuing professional development (CPD) 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. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10