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Teacher Development
An international journal of teachers' professional development
Volume 13, 2009 - Issue 1
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Articles

Identifying the professional development needs of early career teachers in Scotland using nominal group technique

Aileen Kennedy Department of Educational and Professional Studies, University of Strathclyde, Glasgow, Scotland, UKCorrespondence[email protected]
&
Colleen Clinton Department of Educational and Professional Studies, University of Strathclyde, Glasgow, Scotland, UK
Pages 29-41 | Received 12 Mar 2008, Accepted 26 Sep 2008, Published online: 18 May 2009

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Katarina Rogulj & Jelena Kilić Pamuković. (2023) Sustainable planning based decision-making approach for the restoration of historic road bridges. Structure and Infrastructure Engineering 0:0, pages 1-17.
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Wendy Hiew & Jill Murray. (2021) Enhancing Huber’s evaluation framework for teacher professional development programme. Professional Development in Education 0:0, pages 1-15.
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Michael Thier & Dyana P. Mason. (2019) Breaking ranks? Differentiating nominal group technique scoring approaches for consensus and prioritization. International Journal of Research & Method in Education 42:4, pages 428-441.
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Paul Spencer, Susan Harrop, Judith Thomas & Tim Cain. (2018) The professional development needs of early career teachers, and the extent to which they are met: a survey of teachers in England. Professional Development in Education 44:1, pages 33-46.
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Ari Widodo & Riandi. (2013) Dual-mode teacher professional development: challenges and re-visioning future TPD in Indonesia. Teacher Development 17:3, pages 380-392.
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Aileen Kennedy & Jane McKay. (2011) Beyond induction: the continuing professional development needs of early‐career teachers in Scotland. Professional Development in Education 37:4, pages 551-569.
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Articles from other publishers (8)

Ethan Lin, Jeanne Gobraeil, Sharon Johnston, Maddie J. Venables & Douglas Archibald. (2022) Consensus-Based Development of an Assessment Tool: A Methodology for Patient Engagement in Primary Care and CPD Research. Journal of Continuing Education in the Health Professions 42:3, pages 153-158.
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Rosemary Mullen, Angela Kydd, Anne Fleming & Laura McMillan. (2021) A practical guide to the systematic application of nominal group technique. Nurse Researcher 29:1, pages 14-20.
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Merve KOCAGÜL SAĞLAM & Gül ÜNAL ÇOBAN. (2020) Öğrencilerde Bilimsel Akıl Yürütme Becerilerini Geliştirme Konusunda Fen Bilimleri Öğretmenlerinin İhtiyaçlarının Belirlenmesi. Pamukkale University Journal of Education, pages 1-27.
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Rosemary F Mullen, Angela Kydd, Anne Fleming & Laura McMillan. (2017) Dignity in nursing care: What does it mean to nursing students?. Nursing Ethics 26:2, pages 390-404.
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Timothy R.N. Murphy & Cathal de Paor. (2017) Teachers' CPD and sectoral interests: Opportunities for convergence and divergence. Teaching and Teacher Education 66, pages 242-249.
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Claudia Catalina Maya-Ampudia, Oswaldo Ángeles-Zavala & Javier Alejandro Camarena-Olmedo. (2014) Diagnóstico de necesidades de educación continua mediante un método grupal y un método individual. Investigación en Educación Médica 3:12, pages 177-186.
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Emmanuel Etta Ekuri, Julius Michael Egbai & Caroline Iserome Ita. (2011) Teacher factors and perceived assessment practices needs of social studies teachers in Cross River State, Nigeria. Educational Assessment, Evaluation and Accountability 23:4, pages 307-319.
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Rosalind Latiner Raby. (2010) Comparative and International Education: A Bibliography (2009). Comparative Education Review 54:S1, pages S1-S132.
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