Beyond the linear standard: What circular models can teach us about teachers’ continuing professional learning needs in Australia, England, Japan and The Netherlands
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TextSeries: An International Journal Of Research And Studies ; Vol. 138Publication details: Elsevier, 2024Description: p. 1-14Subject(s): Online resources:
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Accurate identification of teachers' continuing professional learning (CPL) needs is paramount to create relevant professional development opportunities. How teachers' CPL needs can best be identified is, however, a question often unaddressed. This study introduces different classes of identification methods: linear-dominance, linear-unfolding, and circular-unfolding. The TALIS 2018 data collected from primary education teachers in Australia, England, Japan, and the Netherlands were used to assess exemplar psychometric models for each methodological class. The circular-unfolding method was found to identify teachers’ CPL needs best. Outcomes are related to prior research and linked to cultural dispositions and educational policy contexts of the studied countries.
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