The Professional Development Needs of Beginning and Experienced Teachers in Four Municipalities in Sweden

Autor/inn/en	Karlberg, Martin; Bezzina, Christopher
Titel	The Professional Development Needs of Beginning and Experienced Teachers in Four Municipalities in Sweden
Quelle	In: Professional Development in Education, 48 (2022) 4, S.624-641 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2020.1712451
Schlagwörter	Foreign Countries; Municipalities; Teacher Attitudes; Faculty Development; Beginning Teachers; Inservice Teacher Education; Teacher Motivation; Professional Autonomy; Teacher Education Programs; Educational Cooperation; Beginning Teacher Induction; Educational Needs; Sweden + Suchen Sie Ihr Suchwort? Ausland; Magistrat; Lehrerverhalten; Junior teacher; Junglehrer; Lehrerfortbildung; Berufsfreiheit; Education; cooperation; Kooperation; Educational need; Bildungsbedarf; Schweden
Abstract	This article reports findings from a larger study aimed at identifying the perceptions of teachers across four municipalities in Sweden on continuing professional development. It focuses on beginning teachers?, namely those who are in their first five years of their career. This study has been undertaken amidst growing concern that current models of in-service training in Sweden are not leaving the desired impact on teacher motivation and student achievement; that the teaching profession feels disengaged, disempowered, distrusted. It has been undertaken in a context which is finding it hard to attract teachers into the profession, and one where teacher attrition is high. The responses help to shed light on what the municipalities and teacher education institutions need to focus on in order to support new teachers. Implications are drawn out for schools, municipalities and teacher education institutions as they need to come together to engage in more collaborative ventures to ensure adequate and ongoing support to new teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01