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If you have any questions, you are always welcome to contact us. We'll get back to you as soon as possible, withing 24 hours on weekdays.
Customer service
All questions about your order, return and delivery must be sent to our customer service team by e-mail at yourstore@yourdomain.com
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This smallscale qualitative study describes and evaluates models of professional development used in the training of new teachers in higher education. Nine courses were selected. The sample included colleges of higher education, post1992 universities and pre1992 universities. Repertory grids, semistructured interviews and questionnaires were used to gather responses from course leaders and participants about their personal models of professional development and models in use on the courses. Four methodological models: Reflective Practitioner, Action Research, Novice to Expert and Metacognitive Approaches were identified and a matrix developed to explore for the first time the relationship between the models and thus contribute to knowledge about professional development. The matrix illustrates two significant distinctions between the models. Firstly, the extent to which development was initiated by internal change or external pressure, and secondly, the extent to which thought processes were encouraged to become implicit rather than explicit. It is suggested that the use of the matrix will facilitate the evaluation of new models of professional development.
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