Teacher professional development

Teacher professional development in Teaching and Teacher Education over ten years

Teacher professional development in Teaching and Teacher Education over ten years


The professional development of teachers is studied and presented in relevant literature in different ways. But always at the center of these efforts, we must understand that professional development is related to the learning of teachers, learning to learn and transforming their knowledge in practice for the benefit of their growth. Professional learning for teachers is a complex process that requires the cognitive and emotional involvement of teachers, individually and collectively, the ability and willingness to look where everyone presents in terms of beliefs and beliefs and reading and enactment of solutions Appropriate alternative for improvement or change. All this occurs in educational policy settings and school cultures, some of which are more appropriate and conducive to learning than others. The instruments used to trigger development also depend on the objectives and needs of teachers and their students. Therefore, formal structures such as courses and workshops can be used for purposes, while participation in the production of curricula, assessment data analysis or exchange of strategies can be used for other purposes. All forms of professional development, even those with the most evidence of positive impact, are inherently relevant to all teachers. So there is a constant need to explore, experiment, discuss and reflect on the treatment of professional teacher development in the links and interactive influences of the history and traditions of teacher groups, educational needs their student populations, the expectations of their Education systems, the working conditions of teachers and the learning opportunities available to them.

During the last decade, a large number of articles published in the context of teaching and teacher training centered on research and interventions designed for teachers, educators and teachers by their professional learning, by controlling their impact on changes To teachers and students. They cover different geographic regions and different research and development procedures. The first part of this article provides an overview of the contents of these pieces, thematically organized according to their priorities. The second part examines more precisely nine selected articles as particularly illustrative of thematic areas, and also representative of different geographic locations and contextual characteristics.

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