Perception of Teachers’ Professional Development Needs, Impacts, and Barriers

The Professional Development Needs of Primary Teachers in Teaching Mathematics

Developing and Validating a Model for Exploring Iranian EFL Teachers’ Perception of Professional Development

The present study aimed at exploring Iranian EFL teachers’ perception of professional development. To this end, 200 EFL teachers teaching at private language institutes in Iran were selected as the participants of the study. First, a semi-structured interview was conducted with 50 participants of the study based on which Professional Development Perception Questionnaire was developed an...

Developing a Professional Development Program Model Based on Teachers’ Needs

This paper presents a model of a teacher needs-based (TNB) professional development program. The TNB model formed the foundation of three externally funded professional development programs. The objectives of this model are to maximize the effects of a professional development program, and to help participants sustain their learning over the long term. The goals, content, main activities, and s...

The professional development of VET teachers in Italy: participation, needs and barriers. Statistical quantifications and benchmarking in an international perspective

Background: In a context of scarce statistical information, this paper focuses on the professional development of Vocational Education and Training teachers in Italy, namely those teaching vocational subjects. It provides a statistical picture of it, in an international perspective and along three dimensions (participation, needs and barriers). Methods: Data used in this article originate from ...

What teachers’ want: Identifying mathematics teachers’ professional learning needs