Teacher education
Publication Date
12-2017
Subjects
Developing countries, Frameworks, Teacher education, Inservice teacher education, Professional development, Program evaluation, Policy development
Abstract
The purpose of this conceptual framework for DFAT’s teacher development multi-year study series is to improve the following elements across the series: clarity on the purpose of the series; consistency in terminology and methodology; connections to give the ability to draw common conclusions and explain differences; communication to create a shared understanding of the series and each stakeholder’s role and responsibility, and to use internal and external means to engage strategically and disseminate findings. To date, Timor-Leste, Vanuatu and Laos have committed to undertake multi-year studies of their teacher development investments.
Recommended Citation
Hollingsworth, H., Cassity, E., Wong, D. & Cheng, J. (2017). Teacher Development Multi-Year Studies: Conceptual Framework. Melbourne, Australia: Department of Foreign Affairs and Trade (DFAT) Education Analytics Service.
Copyright Statement
Copyright 2017 Australian Government. Department of Foreign Affairs and Trade
Place of Publication
Melbourne
Publisher
Department of Foreign Affairs and Trade Education Analytics Service
Geographic Subject
Laos, Vanuatu, East Timor
Included in
Educational Assessment, Evaluation, and Research Commons, Teacher Education and Professional Development Commons
Comments
This document has been prepared under the management of the Department of Foreign Affairs and Trade (DFAT)’s Education Analytics Services.