Identifying the professional development needs of early career teachers in Scotland using nominal group technique

Aileen Kennedy, Colleen Clinton

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10 Citations (Scopus)
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This paper reports on phase 1 of a project commissioned by Learning and Teaching Scotland (the lead organisation for curriculum development in Scotland) to explore the continuing professional development needs of teachers in Scotland in years 2-6 of their careers. Nominal group technique (NGT) was employed to identify the CPD needs of year 2-6 teachers and to identify the relative priority of these needs. The NGT data were subsequently used, together with findings from a review of literature, to inform a national survey. The paper outlines key issues arising from the NGT phase. Conclusions consider some of the potential drawbacks of NGT as a method but focus on the added value which the NGT process contributed to the overall project design.
Original languageEnglish
Pages (from-to)29-41
Number of pages12
JournalTeacher Development
Issue number1
Publication statusPublished - Feb 2009


  • continuing professional development
  • early career teachers
  • nominal group technique
  • teacers
  • teaching
  • learning
  • CPD

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