Gotowe bibliografie tematyczne / Professional Development of Teachers

Spis treści

  1. Artykuły w czasopismach
  2. Rozprawy doktorskie
  3. Książki
  4. Części książek
  5. Streszczenia konferencji
  6. Raporty organizacyjne

Gotowa bibliografia na temat „Professional Development of Teachers”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 25 lipca 2025

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Artykuły w czasopismach na temat "Professional Development of Teachers"

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Sharma, Payal, and Jagwinder Singh Pandher. "Teachers’ professional development through teachers’ professional activities." Journal of Workplace Learning 30, no. 8 (2018): 613–25. http://dx.doi.org/10.1108/jwl-02-2018-0029.

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Purpose This study aims to identify various teachers’ professional activities (TPAs) and classify these TPAs according to their relative importance for the professional development of teachers. Design/methodology/approach The systematic review of the literature had been conducted to identify various TPAs in the institutions. Later, an empirical research had been conducted through confirmatory factor analysis using AMOS 20.0 to classify these TPAs according to their relative importance using the natural gap in standardized beta (β) values. In total, 96 administrators of 35 technical institution
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Larasati, Rachelina, and Paulus Kuswandono. "Enhancing Teachers’ Resilience through Teacher Professional Development." Language Circle: Journal of Language and Literature 17, no. 2 (2023): 391–402. http://dx.doi.org/10.15294/lc.v17i2.42673.

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Many studies have proven that teacher resilience is one of the fostering factors of teacher commitment to stay in their teaching career. Although many studies have been conducted around the topic of teacher resilience, there is still a gap in the literature on what teacher professional development was done by resilient teachers that contributed to their decision to stay in their careers. In filling the void, this narrative inquiry-designed research aimed at understanding the experiences and perceptions of teachers considered resilient in their teaching career's early years. In-depth interviews
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Pandey, Shiv Ram. "Teachers’ Attributes for Professional Development." Madhyabindu Journal 8, no. 1 (2023): 136–47. http://dx.doi.org/10.3126/madhyabindu.v8i1.56889.

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The main purpose of this paper is to explore the traits of professional teachers in general and English teachers in particular. To accomplish the purpose, the principal research question for this study is: What qualities make English teachers professionals? Therefore, this paper presents the qualities of professional English language teachers. For this, qualitative method has been adopted. Purposive sampling was chosen to get in-depth information. An unstructured interview technique was adopted to collect data with five English teachers The analytical approach I have used is inductive. The art
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Ahuja, Amit. "Professional Development of Teachers." Educational Quest- An International Journal of Education and Applied Social Sciences 6, no. 1 (2015): 11. http://dx.doi.org/10.5958/2230-7311.2015.00002.1.

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Black, D. R., T. J. Harvey, M. C. Hayden, and J. J. Thompson. "Professional Development for Teachers." International Journal of Educational Management 8, no. 2 (1994): 27–32. http://dx.doi.org/10.1108/09513549410055405.

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Kyndt, Eva, David Gijbels, Ilke Grosemans, and Vincent Donche. "Teachers’ Everyday Professional Development." Review of Educational Research 86, no. 4 (2016): 1111–50. http://dx.doi.org/10.3102/0034654315627864.

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Aparicio-Molina, Carolina, and Felipe Sepúlveda-López. "Teacher Professional Development: Perspectives from a Research Experience with Teachers." Revista Electrónica Educare 27, no. 2 (2023): 1–16. http://dx.doi.org/10.15359/ree.27-2.15870.

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Objective. To analyze the scope of realization of professional learning communities with teachers and management teams who implemented that intervention during two years in a high school in the south of Chile. Methodology. In this applied research, teachers participated in phases of diagnosis of training needs for professional development. Based on this, a proposal of work sessions theoretically and methodologically linked to the professional learning communities was structured. The proposal was designed and implemented together with the school’s management team. After the implementation, the
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Can, Ertuğ. "Professional Development of Teachers: Obstacles and Suggestions." Journal of Qualitative Research in Education 7, no. 4 (2019): 1–33. http://dx.doi.org/10.14689/issn.2148-2624.1.7c.4s.14m.

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Zulfitri, Zulfitri. "Teacher Professional Development." JADEs : Journal of Academia in English Education 1, no. 1 (2020): 1–18. http://dx.doi.org/10.32505/jades.v1i1.2680.

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Professionalism of teachers is often attributed to three factors are quite important, namely the competence of teachers, teacher certification and teacher professional allowance. The third factor is the background that was allegedly closely associated with the quality of education. Professional teachers as evidenced by its competence shall promote the establishment process and product performance which can support the quality of education. Competent teachers can be evidenced by the acquisition of teacher certification following an adequate allowance according to the size of Indonesia. Today, t
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Hwang, Hyuk, and Hyuk-Jun Moon. "Differences in Teacher Variables and Teacher's Efficacy according to the Professional Development and Work Environment Cluster Type Perceived by Infant Care Teacher." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 24 (2022): 993–1009. http://dx.doi.org/10.22251/jlcci.2022.22.24.993.

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Objectives The purpose of this study was to investigate the difference of Child Care Teachers' Variable and teacher's efficacy by analyzing Professional Development and Work Environment Perceived by infant care teachers with cluster analysis.
 Methods The participants in the study were 351 childcare teachers in Seoul, Gyeonggi, Daejeon, and Busan province, cluster analysis using the sub-scales of professional development and work environmen was conducted. Then, the differences in Individual Variables of Day-Care Teachers were analyzed among sub-groups by using Chi-square analysis. also, t
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Rozprawy doktorskie na temat "Professional Development of Teachers"

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Erickson, Stacy Johnson. "An examination of the relationship between professional development and teacher turnover /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1404348121&sid=2&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (D. Ed.)--University of Oregon, 2007.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 92-98). Also available for download via the World Wide Web; free to University of Oregon users.
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Beard, Gaysha V. "The adult learner, professional development, and the literacy coach an effective professional development model proposal /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 96 p, 2008. http://proquest.umi.com/pqdweb?did=1472129381&sid=1&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Bishop, Judith E. "Teacher supervision of preservice teachers : a naturalistic study of teachers' professional development /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7753.

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Ellefson, Bryan A., and University of Lethbridge Faculty of Education. "Teacher-directed professional development." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1994, 1994. http://hdl.handle.net/10133/54.

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This thesis is an interpretation of the meaning of a professional development project for six high school English teachers in a small, rural jurisdiction. The project design attempts to incorporate guidelines for effective professional development, especially in regard to the way in which authority influences the experience. This study is a case study from a naturalistic inquiry perspective using thnographic techniques. Further, the methodology is educative in the sense that the study was intended to change the situation studied. The analysis attempts to articulate the voices of various author
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Lekome, Botsang Patricia. "Professional development of primary school educators through the developmental appraisal system." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-09122008-152948/.

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Gallant, Reinhold Justin. "Foundation phase teachers' continuous professional development." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1007898.

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This research was based on the question of how Foundation Phase teachers perceived and experienced their professional development. This study was done at a school in the Northern Areas of Nelson Mandela Bay, South Africa. The school is situated in a developing community that has a low socio-economic status characterised by infrastructural challenges. The school is newly established and started the year 2012 with mostly newly qualified teachers. In this study, the researcher wanted to know how the participants’ perceptions and experiences as teachers impact on their professional development. Th
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Андрейко, Лариса Володимирівна, Лариса Владимировна Андрейко, and Larysa Volodymyrivna Andreiko. "Professional Development of English Language Teachers." Thesis, Севастополь: Рибэст, 2013. http://essuir.sumdu.edu.ua/handle/123456789/58865.

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Розглядаються такі аспекти професійного розвитку викладача англійської мови як володіння предметом, методикою та знання потреб студентів.<br>The article deals with such aspects of professional development of English language teachers as knowing about the subjetc matter, theories of learning and teaching , and the students.
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Trejo-Guzman, Nelly Paulina. "The teacher self construction of language teachers." Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/97914.

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The main purpose of this thesis is to deepen the current understanding of how the teacher self is constructed. Specifically, the study intends to integrate into this understanding the way in which language personal, professional, and student teacher identities inform this process. A special emphasis is placed on the role that language teachers’ life histories play on the construction of teacher selves. Narrative research constitutes the research design for this thesis project since I strongly believe that selves are narratively constructed through stories. This study is focused on the storied
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Alshaikhi, H. "English Language teacher professional development in Saudi Arabia : teachers' perceptions." Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/35141.

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This study focuses its attention on language teachers’ professional development in the Kingdom of Saudi Arabia (KSA). It sets out to explore Saudi English as a foreign language (EFL) teachers’ perspectives, attitudes and experiences with regards to their teacher professional development (TPD). It focuses primarily on how teachers perceive the concept of TPD, how they develop professionally to meet the demands of their profession, how they evaluate institutional training provisions, their engagement with self-direct forms of TPD, factors affecting their engagement with TPD opportunities, and ho
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Wong, K. L. "The impact of professional development on stress in teaching." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35711826.

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Książki na temat "Professional Development of Teachers"

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Roberta, Tovey, ed. Professional development. Harvard College, 1998.

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Krolak-Schwerdt, Sabine, Sabine Glock, and Matthias Böhmer, eds. Teachers’ Professional Development. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-536-6.

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1926-, Hughes Phillip W., ed. Teachers' professional development. ACER, 1991.

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Lo, Yuen Yi. Professional Development of CLIL Teachers. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2425-7.

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Krille, Claudia. Teachers' Participation in Professional Development. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38844-7.

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Kaur, Berinderjeet, Oh Nam Kwon, and Yew Hoong Leong, eds. Professional Development of Mathematics Teachers. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-2598-3.

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Frank, Banks, Mayes Ann Shelton 1953-, and Open University, eds. Early professional development for teachers. David Fulton, 2001.

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Charalambos, Vrasidas, Glass Gene V. 1940-, and Center for the Application of Information Technologies., eds. Online professional development for teachers. Information Age Pub., 2004.

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Díaz-Maggioli, Gabriel. Teacher-centered professional development. Association for Supervision and Curriculum Development, 2004.

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Brown, Bettina Lankard. Vocational teacher professional development. ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University, 2000.

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Części książek na temat "Professional Development of Teachers"

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Valckx, Jasja, Laura Thomas, and Ruben Vanderlinde. "Teachers' professional development." In Innovation in Teacher Professional Learning in Europe. Routledge, 2023. http://dx.doi.org/10.4324/9781003322610-12.

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Chu, Samuel Kai Wah, Rebecca B. Reynolds, Nicole J. Tavares, Michele Notari, and Celina Wing Yi Lee. "Teachers’ Professional Development." In 21st Century Skills Development Through Inquiry-Based Learning. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2481-8_6.

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Reeve, Johnmarshall, Richard M. Ryan, Sung Hyeon Cheon, Lennia Matos, and Haya Kaplan. "Teachers' professional development." In Supporting Students' Motivation. Routledge, 2022. http://dx.doi.org/10.4324/9781003091738-28.

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Cate, Ineke Pit-Ten, Sabine Krolak-Schwerdt, Sabine Glock, and Maria Markova. "Improving Teachers’ Judgments." In Teachers’ Professional Development. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-536-6_4.

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Sale, Dennis. "Framing Professional Development Now." In Creative Teachers. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3469-0_9.

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Krolak-Schwerdt, Sabine, Sabine Glock, and Matthias Böhmer. "Introduction." In Teachers’ Professional Development. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-536-6_1.

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Südkamp, Anna, Johanna Kaiser, and Jens Möller. "Teachers’ Judgments of Students’ Academic Achievement." In Teachers’ Professional Development. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-536-6_2.

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Artelt, Cordula, and Tobias Rausch. "Accuracy of Teacher Judgments." In Teachers’ Professional Development. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-536-6_3.

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Trittel, Monika, Mara Gerich, and Bernhard Schmitz. "Training Prospective Teachers in Educational Diagnostics." In Teachers’ Professional Development. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-536-6_5.

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Vermunt, Jan D. "Teacher Learning and Professional Development." In Teachers’ Professional Development. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-536-6_6.

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Streszczenia konferencji na temat "Professional Development of Teachers"

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BUCURENCIU, Simona Maria. "Professional development for Romanian school teachers." In Interconexiunea dimensiunilor de formare profesională prin studii superioare de licență, master, doctorat în științe ale educației . Ion Creangă Pedagogical State University, 2023. https://doi.org/10.46727/c.09-12-2022.p149-154.

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Romanian teachers’ professional development represents an important issue for everyone involved in the educational system. According to Ministry’Order no. 5561 / 2011, teacher ca n take one of the five types ofprofessional development: ”scientific and didactic professional develoment program; professsional development for management, guidance and evaluation of teaching; training courses for final exam in teaching and degree exams; professionnal conversion programs; studies for another degree”. Teachers have the right and the obligation to take professional development contiunously, in order to
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Popescu, Delia-Mioara, Anca-Elena Aviana (Bojan), and Liviu Halip. "The Importance of Information Technology in the Activity and Professional Development of Teachers." In G.I.D.T.P. 2019 - Globalization, Innovation and Development, Trends and Prospects 2019. LUMEN Publishing, 2022. http://dx.doi.org/10.18662/lumproc/gidtp2022/17.

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The use of information technology in the activity and professional development by the teachers represents an extinguished necessity of the current stage. The new technologies come to the aid of the teacher, in the exercise of his profession. Using them makes the teacher's work more efficient, it helps him save time and space in making the necessary documents for carrying out, in good conditions, the activity. The development of information technologies has boosted the professional training of teachers for the use of TIC tools. Traditional teaching methods are not replaced by technology, but th
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Muzafarova, Taisia. "Planning Teachers’ Professional Development." In 12th International Scientific Conference Rural Environment. Education. Personality. (REEP). Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2019. http://dx.doi.org/10.22616/reep.2019.036.

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Anđelković, Slađana, Maja Vračar, and Ilija Lazić. "Initial education of geography teachers and professional development: The way to sustainable education." In Zbornik radova – VI Kongres geografa Srbije sa medunarodnim ucešcem. University of Belgrade - Faculty of Geography, Belgrade, 2024. http://dx.doi.org/10.5937/kongef24068a.

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The paper discusses the issue of professional development of geography teachers which involves changes in the existing concept of teacher's competences, starting from quality initial education of the teacher, continuous (formal and informal) education as well as self-evaluation and self-reflection about the teaching experience and the teacher's professional development, which create a unified system. Starting from the concept of education for sustainable development, as well as the changes caused by the implementation of this concept on the field of education, together with the results of rese
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DAUKILAS, Sigitas, and Rita KEIBIENĖ. "FRAMEWORK OF VOCATIONAL SCHOOL AND UNIVERSITY OF APPLIED SCIENCES TEACHER ACTIVITIES: MOTIVATIONAL FACTORS, PROFESSIONAL ROLES AND APPLICATION OF EDUCATIONAL TECHNOLOGIES IN CORRELATION WITH PERSONALITY TRAITS." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.238.

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The relevance of this research is based on the standpoint of the epistemological methodology focusing on the quality of the profession cognition. Therefore, it is presumed that the quality of vocational education is determined by the variable personality traits of teachers (extraversion, openness towards experience and innovation, consciousness, agreeableness, neuroticism). The research object of the current study is the correlation between the personality traits of university of applied sciences teachers and vocational teachers and the curriculum components. The research aims at identifying t
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Porumb, Ioana, and Simona Gabureanu. "PROFESSIONAL DEVELOPMENT OF TECHNOLOGICAL SCIENCES TEACHERS - FINDINGS OF A RESEARCH EVALUATION REPORT." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-214.

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Teachers play a key role in modernising education. Their competences have a direct effect upon students' achievements. In the context of rapid technological, economic, social and cultural change, teachers are facing new demands as well as changes in their professional roles. The quality of continuous professional development is essential not only for improving educational performance, but also for enhancing teachers' professional identity, responsibility and awareness of their own professional development. The project titled Continuous Professional Development of Technological Sciences Teacher
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Kołodziejczyk, Joanna, and Roksana Ulatowska. "TEACHERS AND THEIR PROFESSIONAL DEVELOPMENT." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1781.

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Zenkova, Daria Mikhailovna. "English language teachers' professional development." In International Scientific and Practical Conference. TSNS Interaktiv Plus, 2018. http://dx.doi.org/10.21661/r-469042.

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Pricope, Mihaela. "USING THE INTERNET FOR LANGUAGE TEACHERS' PROFESSIONAL DEVELOPMENT." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-140.

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Teachers are a professional category who needs constant and continuous learning and development in order to adapt to the new generations’ learning needs and styles. Teachers’ knowledge, skills and attitude are very important for the education process. Even if they are no longer the perceived authorities but their role has changed into a facilitator and guide, the teacher remains a mentor in learners’ lives as long as he/she is concerned with continuous professional and personal development. The difference between training and development is that the latter offers the possibility of choosing on
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Dinu, Minodora. "ONLINE PROFESSIONAL DEVELOPMENT - A PLATFORM FOR CREATIVITY AND INNOVATION IN TEACHER'S TRAINING." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-074.

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In our informational society, the progress leaded by the new technologies demands quick changes and the schools needs to adjust and reform their politics and educational approaches promptly. The professional development of teachers is the most important tool for adapting and improving the education to the continuous changes. Boosted by the high evaluation criteria of the teachers, a lot of professional developments programs have emerged in training institutions and organizations, adding more pressure on Romanian teachers. As a direct effect, teachers perceive the professional development as an
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Raporty organizacyjne na temat "Professional Development of Teachers"

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Ramesh, Madhusudan, Seema Nath, and Magdhi Diksha. Professional development can help teachers be more inclusive. Edited by Piya Srinivasan and Suzannah Lyons. Monash University, 2024. http://dx.doi.org/10.54377/52d5-7513.

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Tan, Steven Kwang San, Isabella Yuen Fun Wong, Seck Heong Tan, and Helen Kwee Fong Low. Beginning physical education teachers’ experience of continuing professional development and school-based mentoring. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22611.

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The transition from being students to first-year teachers can be a satisfying journey, and yet has the potential to be a significantly challenging life transition for many beginning teachers, and it is not different for any physical education (PE) teachers. This is especially so when these novice teachers are expected to fulfill similar roles and responsibilities as their more experienced counterparts in the schools. There is without a doubt that teacher education programmes provide the opportunities for these novices to develop their expected skills, knowledge, and attitudes to become qualifi
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Campbell, Carol. Teachers Teaching Teachers: A Sustainable and Inexpensive Professional Development Program to Improve Instruction. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2071.

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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sen
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Arif, Sirojuddin, Rezanti Putri Pramana, Niken Rarasati, and Destina Wahyu Winarti. Nurturing Learning Culture among Teachers: Demand-Driven Teacher Professional Development and the Development of Teacher Learning Culture in Jakarta, Indonesia. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/117.

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Despite the growing attention to the importance of learning culture among teachers in enhancing teaching quality, we lack systematic knowledge about how to build such a culture. Can demand-driven teacher professional development (TPD) enhance learning culture among teachers? To answer the question, we assess the implementation of the TPD reform in Jakarta, Indonesia. The province has a prolonged history of a top-down TPD system. The top-down system, where teachers can only participate in training based on assignment, has detached TPD activities from school ecosystems. Principals and teachers h
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Chang, Chew Hung, P. S. Teng, Aik-Ling Tan, Yew Wooi Chan, and Mun See Tham-Poh. An evidence-informed study to determine why Singapore teachers engage in professional development. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/29001.

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Set against the motivation for NIE/GPL to enhance Teacher Professional Development (TPD) in meeting the needs of our stakeholders, the question of what makes a teacher want to engage in TPD was raised. While a wide literature scan has shown numerous studies on TPD that illuminates different types of PD that teachers do consider effective, there exists little consensus on which type of PD works best. It is no surprise that there is inconclusive evidence on what makes a teacher want to do TPD. Today, the Singapore literature suffers from a dearth of empirical study to show what motivates a teach
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Alifia, Ulfah, Rezanti Putri Pramana, and Shintia Revina. A Policy Lens on Becoming a Teacher: A Longitudinal Diary Study of Novice Teacher Professional Identity Formation in Indonesia. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/096.

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The early years of a teacher’s career are crucial to the formation of their professional identity—a complex process of reconciling their personal attributes with the demands of the profession. This study explores the identity formation of novice teachers in Indonesia and seeks to identify the various aspects that shape this process. Specifically, we examine how Indonesia’s current teacher policy landscape affects novice teachers’ perspectives on teaching and their profession. Through a longitudinal bimonthly diary study conducted over two years, we find that the novice teachers’ stories about
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Kaminski, Linda, Magaly Lavadenz, and Elvira Armas. No. 12, September 2023. The Impact of the Bilingual Teacher Professional Development Program: Expanding Opportunities to Grow the Profession. Center for Equity for English Learners, 2023. http://dx.doi.org/10.15365/ceel.policy.13.

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This research brief presents a study on the Bilingual Teacher Professional Development Program (BTPDP), a legislature-approved initiative to help California schools meet the growing demand for bilingual teachers in alignment with increasing state policies promoting multilingualism. The BTPDP awarded funded eight grantees to support their preparation and professional development of bilingual educators. The study examines the BTPDP implementation from 2017-2021 to document trends in program impact and develop policy and program recommendations that address bilingual teacher shortages. Key findin
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Darling-Hammond, Linda, Maria Hyler, and Madelyn Gardner. Effective Teacher Professional Development. Learning Policy Institute, 2017. http://dx.doi.org/10.54300/122.311.

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Green, Crystal. Aanaab Showcase: Furthering Teacher Professional Development in Saudi Arabia and the MENA Region. Hundred, 2023. http://dx.doi.org/10.58261/byub6590.

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In this Showcase, we focus on the work of Aanaab, and explore how Aanaab’s teacher professional development is positively impacting teachers and how they see this impact affecting their students. We aim to highlight the critical work being undertaken by Aanaab to address the challenge of the professional development gap for teachers, especially in Saudi Arabia and the Middle East and North African (MENA) region.
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