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Teachers' Participation in Professional Development pp 1–8Cite as

Relevance and Scope of the Literature Review

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Abstract

There only seem to be a limited amount of studies regarding teachers’ participation in professional development (PD). However, there is a rather wide range of studies dedicated to this research area. This research is characterized by different methodology approaches, target groups, and a focus of certain PD programs and therefore quantitative synthesizing approaches (e.g., meta-analysis) are not applicable. Nevertheless, this body of research provides relevant results for this area of research. Against this background, the first chapter introduces the relevance of conducting a systematic literature review on teachers’ participation in PD and potential aspects that may influence their attendance. To do so, the chapter presents why (formal) PD is important and emphasizes the relevance of the first step in the PD process: The choice of participating in a (certain) PD workshop. The chapter also outlines the inconsistent and hard to compare state of research. Furthermore, it presents the three main research questions that motivated the literature review and describes the conditions for teacher PD within the three focused countries. Finally, a short preview of the book structure is outlined.

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Notes

  1. 1.

    See Richter (2016) for a first approach to summarizing studies from Germany with regard to teachers’ participation as well as reasons for and against attending PD. However, the results are based only on eight publications.

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  1. Goethe Universität, Frankfurt am Main, Germany

    Claudia Krille

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  1. Claudia Krille
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Krille, C. (2020). Relevance and Scope of the Literature Review. In: Teachers' Participation in Professional Development . SpringerBriefs in Education. Springer, Cham. https://doi.org/10.1007/978-3-030-38844-7_1

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  • DOI: https://doi.org/10.1007/978-3-030-38844-7_1

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