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Identifying the professional development needs of early career teachers in Scotland using nominal group technique

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This paper reports on phase 1 of a project commissioned by Learning and Teaching Scotland to explore the continuing professional development (CPD) needs of teachers in Scotland in years 2-6 of their careers. Nominal group technique (NGT) was employed to identify the CPD needs of year 2-6 teachers and to identify the relative priority of these needs. The NGT data were subsequently used, together with findings from a review of literature, to inform a national survey. The paper outlines key issues arising from the NGT phase. Conclusions consider some of the potential drawbacks of NGT as a method but focus on the added value which the NGT process contributed to the overall project design.
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Keywords: continuing professional development; early career teachers; nominal group technique

Document Type: Research Article

Affiliations: Department of Educational and Professional Studies, University of Strathclyde, Glasgow, Scotland, UK

Publication date: February 1, 2009

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