Continuing professional development in context: Teachers' continuing professional development culture in Germany and Sweden
2011 (English)In: Professional Development in Education, ISSN 1941-5257, Vol. 37, no 5, 665-683 p.Article in journal (Refereed) Published
This article investigates the continuing professional development (CPD) culture ofteachers, and asks how it is influenced by properties of the school system. Itreports the results of a questionnaire study with 418 secondary teachers fromSweden and Germany. The results show highly significant differences betweenSwedish and German teachers’ practice of and beliefs in teachers’ CPD. Thisimplies a relevant effect of properties of the school system on the teachers’ CPD.The differences are explained by varying perceptions of sources of knowledge forCPD, the influence of different school governance instruments, and differenthistorically developed role definitions of teachers in both countries.
Place, publisher, year, edition, pages
2011. Vol. 37, no 5, 665-683 p.
teacher, continuing professional development, professional culture, comparative education
Research subject Didactics
IdentifiersURN: urn:nbn:se:su:diva-68763DOI: 10.1080/19415257.2010.533573OAI: oai:DiVA.org:su-68763DiVA: diva2:473347