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Journal of In-Service Education Volume 31, 2005 - Issue 2
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Original Articles

How will this help me? evaluating an accredited programme to enhance the early professional development of newly qualified teachers

Christopher Rhodes University of Wolverhampton, United KingdomCorrespondence[email protected]
,
Alan Nevill University of Wolverhampton, United Kingdom
&
Jo Allan University of Wolverhampton, United Kingdom
Pages 337-352 | Published online: 19 Dec 2006

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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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Alan Floyd & Marlene Morrison. (2014) Exploring identities and cultures in inter-professional education and collaborative professional practice. Studies in Continuing Education 36:1, pages 38-53.
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Aileen Kennedy. (2011) Collaborative continuing professional development (CPD) for teachers in Scotland: aspirations, opportunities and barriers. European Journal of Teacher Education 34:1, pages 25-41.
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Mona Nabhani & Rima Bahous. (2010) Lebanese teachers’ views on ‘continuing professional development’. Teacher Development 14:2, pages 207-224.
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Joanna McIntyre, AndrewJ. Hobson & Nick Mitchell. (2009) Continuity, support, togetherness and trust: findings from an evaluation of a university‐administered early professional development programme for teachers in England. Professional Development in Education 35:3, pages 357-379.
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Aileen Kennedy & Colleen Clinton. (2009) Identifying the professional development needs of early career teachers in Scotland using nominal group technique. Teacher Development 13:1, pages 29-41.
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