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Teachers' Participation in Professional Development

A Systematic Review

  • Claudia Krille
Book

Part of the SpringerBriefs in Education book series (BRIEFSEDUCAT)

Table of contents

About this book

Introduction

This 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.

Keywords

Teachers participation in professional development Teacher professional development Barriers for professional development adult education Professional Development (PD) Teachers’ learning and behaviour PD studies in Germany, Austria, and Switzerland in-service teacher education training motivation participation in further education

Authors and affiliations

  • Claudia Krille
    • 1
  1. 1.Goethe UniversitätFrankfurt am MainGermany

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-030-38844-7
  • Copyright Information The Author(s), under exclusive license to Springer Nature Switzerland AG 2020
  • Publisher Name Springer, Cham
  • eBook Packages Education
  • Print ISBN 978-3-030-38843-0
  • Online ISBN 978-3-030-38844-7
  • Series Print ISSN 2211-1921
  • Series Online ISSN 2211-193X
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