Methodology of Comparative Analysis of Public School Teachers’ Continuing Professional Development in Great Britain, Canada and the USA

Abstract

In the article the methodology of comparative analysis of public school teachers’ continuing professional development (CPD) in Great Britain, Canada and the USA has been presented. The main objectives are defined as theoretical analysis of scientific and pedagogical literature, which highlights different aspects of the problem under research; characteristic of the research methodology, used to conduct the comparative analysis. Their major components of the research model (parametric-determining, conceptual and analytical, integrating-analytical and differentiating-analytical, prognostic component) have been defined and specified. Public school teachers’ CPD has been studied by foreign and domestic scientists: political, social, cultural and economic aspects of teachers’ CPD (L. Darling-Hammond, M. Tight); CPD programs (C. Pratt); CPD content (N. Dana Fichtman, M. Rees, A. Ross, S. Zepeda); CPD models, methods and forms (K. Duinlan, P. Grimmet, G. Troia, P. Wong); continuous professional education (Ya. Belmaz, A. Kuzminskyy, O. Kuznyetsova). The research methodology comprises theoretical (comparative-historical, logical, induction and deduction, comparison and compatibility, structural and systematic, analysis and synthesis, general scientific and interdisciplinary forecasting methods), and applied (observations, questioning and interviewing) methods. The research results have been presented.

Teachers’ Continuous Professional Development: Australian Experience

“…The existing body of research on continuous pedagogical education suggests that the problem of teacher professional development in different countries is the research subject of a range of scholars (Opfer & Pedder, 2011;Skilbeck & Connell, 2004;Villegas-Reimers, 2003;Day & Sachs, 2009;Desimone, 2011). There is a growing body of literature that highlights the methodology of CPD research (Mukan & Kravets, 2015;Mukan, Myskiv & Kravets, 2016b). More recent attention has focused on the improvement of professional development programmes (Murray, Mitchell & Dobbins, 1998;Saunders, 2014).…”