000 04523nam a22005535i 4500
001 978-3-030-38844-7
003 DE-He213
005 20210303075039.0
007 cr nn 008mamaa
008 200114s2020 gw | s |||| 0|eng d
020 _a9783030388447
024 7 _a10.1007/978-3-030-38844-7
_2doi
040 _cМУБИС
050 4 _aLB1024.2-1050.75
050 4 _aLB1705-2286
072 7 _aJNMT
_2bicssc
072 7 _aEDU046000
_2bisacsh
072 7 _aJNMT
_2thema
082 0 4 _a370.711
_223
100 1 _aKrille, Claudia.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
245 1 0 _aTeachers' Participation in Professional Development
_h[electronic resource] :
_bA Systematic Review /
_cby Claudia Krille.
250 _a1st ed. 2020.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2020.
300 _aVI, 122 p. 3 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aSpringerBriefs in Education,
_x2211-1921
505 0 _a1. Relevance and Scope of the Literature Review -- 1.1 Motivation for the Literature Review -- 1.2 Research Questions for the Literature Review. 1.3 Theoretical Approaches to Teachers’ Participation in Professional Development -- 1.4 Teacher Professional Development in Germany, Austria, and Switzerland -- 2. Methods of the Systematic Literature Review -- 2.1 Search Procedure -- 2.2 Description of Included Studies -- 3. Reasons for Participation in Professional Development -- 4. Barriers to Participation in Professional Development -- 5. Individual and Context Characteristics Related to Teachers’ Professional Development Behavior -- 5.1 Characteristics of Teacher -- 5.2 Characteristics of Professional Development Program -- 5.3 Context Conditions -- 6. Conclusions from the Literature Review -- 6.1 Summary of Results and Discussion -- 6.2 Limitations of Included Studies and Conclusions for Further Research -- 6.3 Limitations of the Literature Review -- References.
520 _aThis book presents a systematic literature review focusing on studies examining teachers’ participation in professional development (PD) within Germany, Austria, and Switzerland since 1990. It has identified 81 relevant studies and summarizes the results while answering the following research questions: What are teachers’ self-reported reasons participate in formal PD? What barriers do teachers report that prevent them to participate in formal PD? What individual and context characteristics are associated with teachers’ PD behavior? Teachers’ PD is considered to be an important part of the teaching profession. It is seen as a tool for constant further development for teachers to adapt to changing standards in schools and classrooms, requirements for students, and personal challenges associated with the daily work in school. However, it is repeatedly claimed that there is no sufficient research with regard to teachers’ participation in formal PD, as well as of aspects that may influence their PD behavior. In spite of a large number of studies that contribute to this question within Germany, Austria, and Switzerland, only a few of them are cited regularly. Since much of this research is published in German, the results are not accessible for international researchers and comparisons between different countries. This comprehensive review makes these result accessible.
650 0 _aTeaching.
650 0 _aProfessional education.
650 0 _aVocational education.
650 0 _aInternational education .
650 0 _aComparative education.
650 1 4 _aTeaching and Teacher Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O31000
650 2 4 _aProfessional & Vocational Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O35000
650 2 4 _aInternational and Comparative Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O13000
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783030388430
776 0 8 _iPrinted edition:
_z9783030388454
830 0 _aSpringerBriefs in Education,
_x2211-1921
856 4 0 _uhttps://doi.org/10.1007/978-3-030-38844-7
942 _2ddc
_cEBOOK
999 _c102142
_d102142