Methodology of Comparative Analysis of Public School Teachers’ Continuing Professional Development in Great Britain, Canada and the USA

• Autorzy: Nataliya Mukan , Svitlana Kravets
• Języki publikacji: EN

Abstrakty

EN

In the article the methodology of comparative analysis of public school teachers’ continuing professional development (CPD) in Great Britain, Canada and the USA has been presented. The main objectives are defined as theoretical analysis of scientific and pedagogical literature, which highlights different aspects of the problem under research; characteristic of the research methodology, used to conduct the comparative analysis. Their major components of the research model (parametric-determining, conceptual and analytical, integrating-analytical and differentiating-analytical, prognostic component) have been defined and specified. Public school teachers’ CPD has been studied by foreign and domestic scientists: political, social, cultural and economic aspects of teachers’ CPD (L. Darling-Hammond, M. Tight); CPD programs (C. Pratt); CPD content (N. Dana Fichtman, M. Rees, A. Ross, S. Zepeda); CPD models, methods and forms (K. Duinlan, P. Grimmet, G. Troia, P. Wong); continuous professional education (Ya. Belmaz, A. Kuzminskyy, O. Kuznyetsova). The research methodology comprises theoretical (comparative-historical, logical, induction and deduction, comparison and compatibility, structural and systematic, analysis and synthesis, general scientific and interdisciplinary forecasting methods), and applied (observations, questioning and interviewing) methods. The research results have been presented.

Słowa kluczowe

EN

methodology; research model; comparative analysis; public school teachers; CPD; Great Britain; Canada; the USA

• Wydawca: Sciendo
• Czasopismo: Comparative Professional Pedagogy
• Rocznik: 2015
• Tom: 5
• Numer: 4
• Strony: 39-45

Daty

wydano

2015-12-01

online

2015-12-30

Twórcy

autor

Nataliya Mukan

• Lviv Polytechnic National University, Ukraine Address: 12 Stepan Bandera St., Lviv, 79013, Ukraine,

autor

Svitlana Kravets

• Lviv Polytechnic National University, Ukraine Address: 12 Stepan Bandera St., Lviv, 79013, Ukraine,

Bibliografia

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• 3. Evans, L. (2008). What is Teacher Development and How is It Achieved Ontological and Processual Models. Issues in European Teacher Development: The European Conference on Educational Research: Linking Theory and Practice, September 10-12, 2008. Sweden : Gothenburg, 11 p.
• 4. Fullan, M., Steigelbauer, S. (1991). The New Meaning of Educational Change. (2nd ed). New York : Teachers College Press, 326 p.
• 5. Ganser, T. (2000). An Ambitious Vision of Professional Development for Teachers. NASSP Bulletin, No 84 (618), pp. 6-12.
• 6. Glatthorn, A. (1995). Teacher Development. In : Anderson, L. (Ed.), International encyclopaedia of teaching and teacher education, pp. 41-45.
• 7. OECD. (2009). Creating Effective Teaching and Learning Environments: First Results from TALIS. Paris : OECD, 309 p.
• 8. Scheerens, J. (2010). Teachers’ Professional Development. Europe in International Comparison. An Analysis of Teachers’ Professional Development Based on the OECD’s Teaching and Learning International Survey (TALIS). Luxembourgh : Office for Official Publications of the European Union, 204 p.
• 9. Sparks, D., Hirsh, S. (2000). Strengthening Professional Development. Education Week, No 19 (37), pp. 42, 45.

Identyfikatory

DOI

10.1515/rpp-2015-0063