A strategy for identifying the professional development needs of teachers: A report from New South Wales

Abstract

This article is concerned with processes that assist teachers identify their own professional development needs. The article argues that the involvement of teachers in this process is an essential starting point for professional development. It illustrates how these needs are diverse, often are inter-related, and have both a professional and personal dimension. They reflect both the needs of the teacher and the organisation in which they are working. To assist in identifying these needs a strategy was developed, implemented, and evaluated with a group of teachers. This paper reports on teachers' responses to their participation in this strategy. It provides insights into the diversity of teachers' needs and examines their responses to issues, such as change and the appraisal of needs. © 2000 Taylor & Francis Group, LLC.