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Teacher quality, professionalism and professional development: Findings from a European project
Middlesex University, London.
University of Minho, Portugal.
Mälardalen University, School of Education, Culture and Communication. (SILU)ORCID iD: 0000-0003-4500-1165
2013 (English)In: Teacher Development, ISSN 1366-4530, E-ISSN 1747-5120, Vol. 7, no 4, p. 431-447Article in journal (Refereed) Published
Abstract [en]

This paper presents and discusses findings from a European project concerning strengthening the teacher's voice in defining professional quality. In the project tools were developed and evaluated to help teachers reflect on their professional quality. Twelve countries participated and twelve tools were tested with help of student teachers, teachers, teacher educators, school leaders and policy makers. Evaluations were completed by the tool testers and the test leaders through questionnaires and, in the case of the tool designers, through reflective journals on their experiences. Findings showed that the tool design was a success in aiding professional development via discussion about teacher quality amongst the participants. Even though the result was mainly positive, findings also showed that the tools can be further developed. Overall, the findings demonstrate that there are other ways of encouraging teachers to consider what constitutes good quality in teaching rather than imposing external standards.

Place, publisher, year, edition, pages
2013. Vol. 7, no 4, p. 431-447
Keywords [en]
Professional development, reflective practice, teacher education, teacher quality
National Category
Social Sciences
Research subject
Didactics
Identifiers
URN: urn:nbn:se:mdh:diva-19150DOI: 10.1080/13664530.2013.800743Scopus ID: 2-s2.0-84878309178OAI: oai:DiVA.org:mdh-19150DiVA, id: diva2:626583
Note

Published online: 29 May 2013

Available from: 2013-06-10 Created: 2013-06-10 Last updated: 2017-12-06Bibliographically approved

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