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Direct linkAbakah, Ellen; Widin, Jacqueline; Ameyaw, Edward Kwabena – SAGE Open, 2022
This paper reports on an exploratory study regarding the current continuing professional development (CPD) situation of basic schoolteachers in Ghana. The study investigates the teachers' CPD needs, frequency and nature of CPD provisions, and barriers to teachers' participation in CPD activities. Using a cross-sectional survey involving 456…
Descriptors: Foreign Countries, Faculty Development, Educational Needs, Access to Education
Zhang, Shaoan; Shi, Qingmin; Lin, Emily – Professional Development in Education, 2020
Drawing on 1508 US secondary teachers' data from Teaching and Learning International Survey (TALIS) 2013, this study examines new and veteran US teachers' needs, support, and barriers for professional development (PD). The results indicated that both veteran and new teachers reported needing PD that addresses implementation of national/state…
Descriptors: Faculty Development, Barriers, Educational Needs, Teacher Surveys
Download full textRenbarger, Rachel; Davis, Brenda K. – Journal of Teacher Education and Educators, 2019
Research has shown that new teachers have struggles in the classroom, leading to high attrition rates for this population. Factors such as job satisfaction, self-efficacy, and mentorship programs have all been found to impact teacher attrition. This study aims to examine the relationship between these variables along with another common issue…
Descriptors: Mentors, Self Efficacy, Job Satisfaction, Beginning Teachers
Brussino, Ottavia – OECD Publishing, 2021
Classrooms have become increasingly diverse places where students from various backgrounds share their learning experiences. To promote inclusive school settings for all, building teacher capacity for inclusive teaching represents a key policy area. Education systems need to ensure that teachers are adequately prepared for inclusive teaching and…
Descriptors: Student Diversity, Inclusion, Educational Policy, Educational Practices
