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European Journal of Teacher Education Volume 34, 2011 - Issue 1
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Articles

Collaborative continuing professional development (CPD) for teachers in Scotland: aspirations, opportunities and barriers

Aileen Kennedy School of Education, University of Strathclyde, Glasgow, UKCorrespondence[email protected]
Pages 25-41 | Published online: 06 Jan 2011

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Deidre Walker, Tena Patten & Simon Stephens. (2024) Peer observation of teaching in a post-primary context. Irish Educational Studies 43:1, pages 47-60.
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Thomas Walsh. (2022) ‘Promoted widely but not valued’: Teachers’ perceptions of team teaching as a form of professional development in post-primary schools in Ireland. Professional Development in Education 48:4, pages 688-704.
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Ville Mankki & Pekka Räihä. (2022) Primary teachers’ professional learning during a COVID-19 school lockdown. Educational Research 64:1, pages 1-17.
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Stuart Farmer & Ann Childs. (2022) Science teachers in northern Scotland: their perceptions of opportunities for effective professional learning. Teacher Development 26:1, pages 55-74.
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Richard Holme. (2021) Thought piece – grassroots teacher professional development: how and why practitioners are taking ownership for their development and learning. PRACTICE 3:1, pages 37-42.
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May Britt Postholm. (2018) Reflective thinking in educational settings: an approach to theory and research on reflection. Educational Research 60:4, pages 427-444.
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Cathal de Paor & Timothy R. N. Murphy. (2018) Teachers’ views on research as a model of CPD: implications for policy. European Journal of Teacher Education 41:2, pages 169-186.
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Monika L. Louws, Klaas van Veen, Jacobiene A. Meirink & Jan H. van Driel. (2017) Teachers’ professional learning goals in relation to teaching experience. European Journal of Teacher Education 40:4, pages 487-504.
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Michelle Attard Tonna & Rachel Shanks. (2017) The importance of environment for teacher professional learning in Malta and Scotland. European Journal of Teacher Education 40:1, pages 91-109.
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Fiona King. (2016) Teacher professional development to support teacher professional learning: Systemic Factors from Irish case studies. Teacher Development 20:4, pages 574-594.
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May Britt Postholm. (2016) Collaboration between teacher educators and schools to enhance development. European Journal of Teacher Education 39:4, pages 452-470.
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May Britt Postholm & Kjersti Wæge. (2016) Teachers’ learning in school-based development. Educational Research 58:1, pages 24-38.
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Yolanda Ruiz de Zarobe & Do Coyle. (2015) Towards new learning partnerships in bilingual educational contexts – raising learner awareness and creating conditions for reciprocity and pedagogic attention . International Journal of Multilingualism 12:4, pages 471-493.
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Tracey Carlyon. (2015) Teacher transition between year levels in primary schools: an opportunity for continuing professional development. Professional Development in Education 41:3, pages 563-578.
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Maria Assunção Flores. (2015) Teacher learning and learning from teaching. Teachers and Teaching 21:1, pages 1-3.
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Ana Maria Forte & Maria Assunção Flores. (2014) Teacher collaboration and professional development in the workplace: a study of Portuguese teachers. European Journal of Teacher Education 37:1, pages 91-105.
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May Britt Postholm. (2012) Teachers’ professional development: a theoretical review. Educational Research 54:4, pages 405-429.
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Douglas P. S. Andrews. Teacher professional development through Knotworking: facilitating transformational agency through collaboration to overcome constraints to teaching in relation to disruptive events. Professional Development in Education 0:0, pages 1-16.
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Mairead Holden. (2022) Exploring online lesson study as a vehicle for teacher collaborative professional learning. International Journal for Lesson & Learning Studies 12:2, pages 179-193.
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Abdul Aziz Mohamed Mohamed Ali El Deen. (2023) The role of educational initiatives in EFL teacher professional development: a study of teacher mentors’ perspectives. Heliyon 9:2, pages e13342.
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Alison Mitchell, Deirdre Torrance, Julie Harvie, Christine Forde & Margery McMahon. 2023. Teacher Education as an Ongoing Professional Trajectory. Teacher Education as an Ongoing Professional Trajectory 181 204 .
Mareike Oesterle & Götz Schwab. 2022. Promoting professionalism, innovation and transnational collaboration: a new approach to foreign language teacher education. Promoting professionalism, innovation and transnational collaboration: a new approach to foreign language teacher education 45 79 .
Ashly Pinnington, Hazem Aldabbas, Fatemeh Mirshahi & Tracy Pirie. (2022) Organisational development programmes and employees’ career development: the moderating role of gender. Journal of Workplace Learning 34:5, pages 466-496.
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Omer Ozer & Cecile Popp. (2022) Leveraging Untapped Potential: Continuing Professional Development as a Tool for Creating Positive Culture at Schools of Foreign Languages in Turkey. rEFLections 29:1, pages 130-147.
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Joseph Meng-Chun Chin, Gregory S. Ching, Fides del Castillo, Tzu-Hsing Wen, Yu-Chen Huang, Clarence Darro del Castillo, Jenny Lynn Gungon & Sheilla M. Trajera. (2022) Perspectives on the Barriers to and Needs of Teachers’ Professional Development in the Philippines during COVID-19. Sustainability 14:1, pages 470.
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Claudia Harsch, Sibylle Seyferth & Salomé Villa Larenas. (2021) Evaluating a collaborative and responsive project to develop language assessment literacy. Language Learning in Higher Education 11:2, pages 311-342.
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Vagner Beserra, Miguel Nussbaum, Monica Navarrete & Danilo Alvares. (2021) Teaching through dance: An opportunity to introduce physically active academic lessons. Teaching and Teacher Education 106, pages 103450.
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Iris Vansteelandt, Suzanne E. Mol, Ruben Vanderlinde, Marja-Kristiina Lerkkanen & Hilde Van Keer. (2020) In pursuit of beginning teachers’ competence in promoting reading motivation: A mixed-methods study into the impact of a continuing professional development program. Teaching and Teacher Education 96, pages 103154.
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Godwin Mumhure, Loyiso C. Jita & Godsend T. Chimbi. (2020) SUBJECT PANELS AS SUSTAINABLE INNOVATION FOR TEACHER PROFESSIONAL DEVELOPMENT. Problems of Education in the 21st Century 78:5, pages 799-814.
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Teresa Romeu-Fontanillas, Montse Guitert-Catasús, Juliana-E. Raffaghelli & Albert Sangrà. (2020) Mirroring learning ecologies of outstanding teachers to integrate ICTs in the classroom. Comunicar 28:62.
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Louise Campbell, Shirley Gray, Tom MacIntyre & Kelly Stone. (2020) Literacy, numeracy and health and wellbeing across learning: Investigating student teachers' confidence. International Journal of Educational Research 100, pages 101532.
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Fatemeh Nami, S. Susan Marandi & Elaheh Sotoudehnama. (2018) Interaction in a discussion list: An exploration of cognitive, social, and teaching presence in teachers’ online collaborations. ReCALL 30:3, pages 375-398.
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Fiona King & Howard Stevenson. (2017) Generating change from below: what role for leadership from above?. Journal of Educational Administration 55:6, pages 657-670.
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Javier Fombona Cadavieco, Marcos Jesús Iglesias Martínez & Inés Lozano Cabezas. (2016) EL TRABAJO COLABORATIVO EN LA EDUCACIÓN SUPERIOR: UNA COMPETENCIA PROFESIONAL PARA LOS FUTUROS DOCENTES. Educação & Sociedade 37:135, pages 519-538.
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Robert V. BulloughJr.Jr. & Leigh K. Smith. 2016. International Handbook of Teacher Education. International Handbook of Teacher Education 305 351 .
Andrew Ross & Daisy Pillay. (2015) Portrait of a rural health graduate: exploring alternative learning spaces. Medical Education 49:5, pages 499-508.
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Anton Havnes & Jens-Christian Smeby. 2014. International Handbook of Research in Professional and Practice-based Learning. International Handbook of Research in Professional and Practice-based Learning 915 954 .
Semiyu Adejare Aderibigbe & Folorunso Adekemi Ajasa. (2013) Peer coaching as an institutionalised tool for professional development. Journal of Workplace Learning 25:2, pages 125-140.
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Rachel Shanks & Dean Robson. (2012) Apprenticeship of new teachers during their induction year. Higher Education, Skills and Work-Based Learning 2:3, pages 256-270.
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Rachel Shanks, Dean Robson & Donald Gray. (2012) New teachers' individual learning dispositions: a Scottish case study. International Journal of Training and Development 16:3, pages 183-199.
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