Torgerson, Carole og Nielsen, Chantal Pohl | Gascoine, Louise | Filges, Trine | Moore, Ian J. | Nielsen, Bjørn Christian Viinholt
The quality of the professional development of education and welfare professionals working with children and young people (for example, pre-school teachers or ‘pedagogues’, school teachers, teaching assistants, social workers, psychologists, police officers etc.) is of key importance to policy makers and practitioners in these fields. The general wellbeing of a country’s citizens and the provision of better opportunities in terms of educational and social welfare outcomes (for example, participation in higher education and reduction of anti-social behaviour) have been linked to the quality of teaching and, by implication, the quality of continuing professional development (CPD). Conversely, a potential barrier to achieving these education and welfare aspirations is the variable quality of the professional training delivered to the educational and/or welfare practitioners, which could mean that the education and training of these groups of professionals may, sometimes, be less than optimal. In order to inform education and welfare professions – policy makers and practitioners - about the nature and effectiveness of a diversity of approaches to continuing professional develop-ment, a systematic review of the international literature will be undertaken. Professional development of these groups of professionals could include delivery strategies such as: focused supervision; feedback; team work or other kinds of training/ CPD approaches that are specifically focused on core teaching skills such as language and literacy professional development.
21 s., utgitt av SFI - Det Nationale Forskningscenter for Velfærd i 2017.