How teachers value and practise professional learning

By David Pedder *, M. James, J. Macbeath. 2005

114 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/6c7e1d3862f888db123d8da49970f7533617c166

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. V. Opfer
2. Elaine Wilson
3. David Pedder *
4. Helen Demetriou

In Information Systems and Management

1. V. Opfer
2. David Pedder *

Citations in the corpus

• The lost promise of teacher professional development in England (2011, methodology): “The factors developed for this study show some overlap with factors developed from the Learning How to Learn (LHTL) survey (Pedder et al. 2005; Pedder 2006).”
• New teacher learning: substantive knowledge and contextual factors (2007, background): “This concurs with recent large-scale survey findings that teachers tend to value a wide range of intra- and interpersonal learning, and they did not seem to attribute high value or to use educational research knowledge as a source of learning (Pedder et al., 2005).”