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Relevance and Scope of the Literature Review

  • Claudia Krille
Chapter
Part of the SpringerBriefs in Education book series (BRIEFSEDUCAT)

Abstract

There only seem to be a limited amount of studies regarding teachers’ participation in professional development (PD). However, there is a rather wide range of studies dedicated to this research area. This research is characterized by different methodology approaches, target groups, and a focus of certain PD programs and therefore quantitative synthesizing approaches (e.g., meta-analysis) are not applicable. Nevertheless, this body of research provides relevant results for this area of research. Against this background, the first chapter introduces the relevance of conducting a systematic literature review on teachers’ participation in PD and potential aspects that may influence their attendance. To do so, the chapter presents why (formal) PD is important and emphasizes the relevance of the first step in the PD process: The choice of participating in a (certain) PD workshop. The chapter also outlines the inconsistent and hard to compare state of research. Furthermore, it presents the three main research questions that motivated the literature review and describes the conditions for teacher PD within the three focused countries. Finally, a short preview of the book structure is outlined.

Keywords

Teacher professional development Training motivation In-service teacher education Teacher learning Lifelong learning Context conditions Germany Austria Switzerland 

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Copyright information

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2020

Authors and Affiliations

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

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