Developing countries, Frameworks, Teacher education, Inservice teacher education, Professional development, Program evaluation, Policy development
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.
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 2017 Australian Government. Department of Foreign Affairs and Trade
Place of Publication
Department of Foreign Affairs and Trade Education Analytics Service
Laos, Vanuatu, East Timor