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The professional development needs of beginning and experienced teachers in four municipalities in Sweden
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.ORCID iD: 0000-0001-7817-3823
2020 (English)In: Professional Development in Education, ISSN 1941-5257, E-ISSN 1941-5265Article in journal (Refereed) Epub ahead of print
Abstract [en]

This article reports findings from a larger study aimed at identifying the perceptions of teachers across four municipalities in Sweden on continuing professional development. It focuses on beginning teachersĖ”, namely those who are in their first five years of their career. This study has been undertaken amidst growing concern that current models of in-service training in Sweden are not leaving the desired impact on teacher motivation and student achievement; that the teaching profession feels disengaged, disempowered, distrusted. It has been undertaken in a context which is finding it hard to attract teachers into the profession, and one where teacher attrition is high. The responses help to shed light on what the municipalities and teacher education institutions need to focus on in order to support new teachers. Implications are drawn out for schools, municipalities and teacher education institutions as they need to come together to engage in more collaborative ventures to ensure adequate and ongoing support to new teachers.

Place, publisher, year, edition, pages
London, 2020.
Keywords [en]
Beginning teachers, teacher professional needs, continuing professional development
National Category
Educational Sciences
Research subject
Education; Curriculum Studies
Identifiers
URN: urn:nbn:se:uu:diva-403594DOI: 10.1080/19415257.2020.1712451OAI: oai:DiVA.org:uu-403594DiVA, id: diva2:1390107
Available from: 2020-01-31 Created: 2020-01-31 Last updated: 2020-01-31Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
  • ieee
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  • Other style
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More languages
Output format
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