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Ska vila på vetenskaplig grund...: En studie om lärares förutsättningar för vidareutbildning
Södertörn University, School of Culture and Education, Teacher Education.
2013 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Based upon disciplinary foundation... : A study on teachers’ prerequisite for continuing professional development (CPD) (English)
Abstract [en]

In Based upon disciplinary foundation... – A study on teachers’ prerequisite for continuing pro- fessional development (CPD) I have examined the prerequisites that teachers in Nacka have for CPD, due to the new school law that states that all teaching must be based upon disciplinary foundation and proven experience. According to a recently published governmental report, as well as international research, not only structural aspects like time and financial compensation are crucial to whether teachers continue their development. Encouragement from the principal and colleagues are also a contributing factor; and not to mention those factors combined.

There is a world wide shared consensus among educational researchers claiming that one very important piece in creating a successful school is having a well-educated and updated staff. By embracing that idea, in our new school law, there must also exist a platform where that idea can be implemented.

The aim of this study is to find out to what extent teachers in Nacka are given prerequisites for continuing professional development, in other words carry out their assignment according to the law. This study is based upon two questionnaires sent to all primary school teachers in Nacka and their principals.

What are the structural prerequisites that teachers in Nacka are given for CPD? Does principals encourage their staff to further CPD? Are their any local or regional plans regarding CPD? Do the teachers’ and the principals’ respective views regarding prerequisites for CPD correlate?

The study showed that even though teachers and principals had similar views of the different prerequisites, principals did rate their strategies more positive than teachers valued them. It turned out that only one principal had a plan for how to make his or her teachers to continue their development. Maybe the teachers were not aware of their prerequisites; perhaps the principals overrated their offers. But what was clearly shown is that there is a lack of communication between the teachers and principals. 

Place, publisher, year, edition, pages
2013. , 44 p.
Keyword [en]
continuing professional development, CPD, school research, proven experience, disciplinary foundation, prerequisite for continuing professional development, primary school
Keyword [sv]
Vidareutbildning, forskning i skolan, beprö̈vad erfarenhet, vetenskaplig grund, förutsättning för vidareutbildning, grundskolans tidigare år
National Category
Educational Sciences
URN: urn:nbn:se:sh:diva-22817OAI: diva2:707789
Subject / course
Education Studies
2013-04-30, MA767, Alfred Nobles allé 7, Flemmingsberg, Huddinge, 10:00 (Swedish)
Social and Behavioural Science, Law
Available from: 2014-03-26 Created: 2014-03-25 Last updated: 2014-03-26Bibliographically approved

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Tham, Jakob
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