Heading for new shores? Longitudinal participation patterns in teacher professional development.
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| Title: | Heading for new shores? Longitudinal participation patterns in teacher professional development. |
|---|---|
| Authors: | Fütterer, Tim1,2 (AUTHOR) tim.fuetterer@uni-tuebingen.de, Hübner, Nicolas3 (AUTHOR), Fischer, Christian1 (AUTHOR), Stürmer, Kathleen1,2 (AUTHOR) |
| Source: | European Journal of Teacher Education. Jul2026, Vol. 49 Issue 3, p759-779. 21p. |
| Subject Terms: | *Longitudinal method, *Leave of absence, *Teacher development, *Education policy, Participation, Job involvement, Latent class analysis (Statistics), Logistic regression analysis |
| Abstract: | Recent research indicated the advantages of diversified teacher professional development participation patterns (PDPP) to foster teachers' professionalisation. This study investigated teachers' PDPP from both cross-sectional and longitudinal perspectives using data from the National Educational Panel Study (NEPS) utilising information on teachers' professional development enrolment across three years (N = 3,539). Results from latent class and multiple group analyses indicated that teachers showing higher professional engagement and teachers who were granted paid temporary leave from teaching demonstrated more diversified PDPP. Multiple logistic regression models revealed that the same variables seemed to prevent changes to less diversified PDPP over time. If our study results are confirmed in replications and studies that allow to detect cause-effect relationships, implications for educational policy and practice could be to raise teachers' professional engagement and grant engaged teachers a paid temporary leave from teaching to participate in professional development activities. [ABSTRACT FROM AUTHOR] |
| Copyright of European Journal of Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194542300 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Heading for new shores? Longitudinal participation patterns in teacher professional development. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Fütterer%2C+Tim%22">Fütterer, Tim</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<i> tim.fuetterer@uni-tuebingen.de</i><br /><searchLink fieldCode="AR" term="%22Hübner%2C+Nicolas%22">Hübner, Nicolas</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Fischer%2C+Christian%22">Fischer, Christian</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Stürmer%2C+Kathleen%22">Stürmer, Kathleen</searchLink><relatesTo>1,2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22European+Journal+of+Teacher+Education%22">European Journal of Teacher Education</searchLink>. Jul2026, Vol. 49 Issue 3, p759-779. 21p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Longitudinal+method%22">Longitudinal method</searchLink><br />*<searchLink fieldCode="DE" term="%22Leave+of+absence%22">Leave of absence</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+policy%22">Education policy</searchLink><br /><searchLink fieldCode="DE" term="%22Participation%22">Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Job+involvement%22">Job involvement</searchLink><br /><searchLink fieldCode="DE" term="%22Latent+class+analysis+%28Statistics%29%22">Latent class analysis (Statistics)</searchLink><br /><searchLink fieldCode="DE" term="%22Logistic+regression+analysis%22">Logistic regression analysis</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Recent research indicated the advantages of diversified teacher professional development participation patterns (PDPP) to foster teachers' professionalisation. This study investigated teachers' PDPP from both cross-sectional and longitudinal perspectives using data from the National Educational Panel Study (NEPS) utilising information on teachers' professional development enrolment across three years (N = 3,539). Results from latent class and multiple group analyses indicated that teachers showing higher professional engagement and teachers who were granted paid temporary leave from teaching demonstrated more diversified PDPP. Multiple logistic regression models revealed that the same variables seemed to prevent changes to less diversified PDPP over time. If our study results are confirmed in replications and studies that allow to detect cause-effect relationships, implications for educational policy and practice could be to raise teachers' professional engagement and grant engaged teachers a paid temporary leave from teaching to participate in professional development activities. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of European Journal of Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194542300 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/02619768.2024.2370891 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 759 Subjects: – SubjectFull: Longitudinal method Type: general – SubjectFull: Leave of absence Type: general – SubjectFull: Teacher development Type: general – SubjectFull: Education policy Type: general – SubjectFull: Participation Type: general – SubjectFull: Job involvement Type: general – SubjectFull: Latent class analysis (Statistics) Type: general – SubjectFull: Logistic regression analysis Type: general Titles: – TitleFull: Heading for new shores? Longitudinal participation patterns in teacher professional development. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Fütterer, Tim – PersonEntity: Name: NameFull: Hübner, Nicolas – PersonEntity: Name: NameFull: Fischer, Christian – PersonEntity: Name: NameFull: Stürmer, Kathleen IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 02619768 Numbering: – Type: volume Value: 49 – Type: issue Value: 3 Titles: – TitleFull: European Journal of Teacher Education Type: main |
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