Teacher professional development: between the conceptual proliferation and the low incidence in classroom practice
DOI:
https://doi.org/10.29197/cpu.v13i26.259Keywords:
teacher professional development, classroom practices, educational policies, sustainability, educational changeAbstract
Teacher professional development is today one of the major concerns of the international education agenda. There is consensus that good teachers and their professional development are a key input to achieve quality education. There is also agreement that to alter educational policies is a complex and long-term process that requires governmental will, technical capacity, continuity, and broad social support (Vaillant, 2016). This article reviews the best available evidence on interventions in the field of teacher professional development during the period of 2000-2016. The literature review showed 384 documents, which enabled to build a substantial body of knowledge that could be useful to design and carry out interventions in the field of teacher professional development. Then an in-depth analysis of research articles and books followed.
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