A Lifelong Learning-Based Teacher Career Development Model
Abstract
The purpose of this study is to provide a conceptual framework for understanding the professional development needs of pre-service teachers, with the aim of facilitating their professional development. This study identified problems with the literature research methodology, including literature review, source selection, data analysis, conceptualization and modeling. Data sources included peer-reviewed articles, academic journals, policy documents and reports from the Department of Teacher Professional Development and Lifelong Learning. The results of the study indicate that teacher professional development should not be limited to formal professional development or certification, but should be integrated into the learning process. The results of the literature synthesis revealed five main themes: pedagogy, reflection on practice, knowledge collaboration, instructional design and collaborative leadership, and collaboration between teacher professional development. The contribution of this study is to integrate lifelong learning, teacher professional development, continuing professional development, and social work organizations in interdisciplinary work, to improve teacher professional development research and to improve teacher professional development. Further research is needed to validate the model using qualitative, quantitative, and mixed methods to investigate effectiveness and performance at different levels and contexts of education.
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