期刊
TEACHING AND TEACHER EDUCATION
卷 27, 期 1, 页码 116-126出版社
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.tate.2010.07.008
关键词
Professional development; In-service education; Staff development; Career development; Lifelong learning; Lifespan development
This study examined teachers' uptake of formal and informal learning opportunities across the career cycle. Analyses were based on data from 1939 German secondary teachers in 198 schools. Results showed that formal learning opportunities (in-service training) were used most frequently by mid-career teachers, whereas informal learning opportunities showed distinct patterns across the teaching career. Specifically, use of professional literature increased with teacher age, but teacher collaboration decreased. Teachers' work engagement and professional responsibilities were hypothesised to predict changes over the career. However, although these variables partly predicted uptake of learning opportunities, they did not fully explain the age-related differences observed. (C) 2010 Elsevier Ltd. All rights reserved.
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