Year: 2024
Type: article
Abstract: This paper presents a part of the RESPOND European Erasmus+-project on the mutually sustaining relationship between teacher professional development and overall school development. The focus is on one of four product results from the project, “The RESPOND Teacher Professional Development Support Guidelines” developed as a tool for understanding the roles of and interactions between different actors in school, with particular reference to the role of mentors for formal institutional support and peer-to-peer support for informal support between colleagues.
Source: Studi sulla formazione
DOI: 10.36253/ssf-15651
Author: Davide Capperucci
Institution: University of Florence
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4410828952