Are we realising the full potential of teachers' professional learning in schools in England? Policy issues and recommendations from a national study

Professional Development in Education

Volumn 37, Issue 5, 2011, Pages 741-758

  Pedder, David ^a   Opfer, V Daleen ^b  

^a UNIVERSITY OF LEICESTER   (United Kingdom)

^b UNIVERSITY OF CAMBRIDGE   (United Kingdom)

Author keywords

continuing professional development; professional learning; school improvement; teachers' learning; teachers' professional development

Indexed keywords

EID: 84859408463     PISSN: 19415257     EISSN: 19415265     Source Type: Journal    
DOI: 10.1080/19415257.2011.614812     Document Type: Review

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