000			01521nam a22001937a 4500
005			20250115161829.0
008			250115b |||||||| |||| 00| 0 eng d
040			_cLDD
100			_aVan Der Lans, Rikkert M.
245			_aBeyond the linear standard: What circular models can teach us about teachers’ continuing professional learning needs in Australia, England, Japan and The Netherlands
260			_aElsevier, 2024
300			_bp. 1-14
490			_aAn International Journal Of Research And Studies _vVol. 138
500			_aAccurate 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.
650			_aCircular Model
700			_aWal, Joost Jansen In De
856			_yclick here to access online _uhttps://www.sciencedirect.com/science/article/pii/S0742051X23004018
942			_2ddc _cARTICLES
999			_c194181 _d194181