Effective teacher professional development in the process of major school reforms Online publication date: Tue, 27-Mar-2018
by Edita Alo; Hazel Slinn; Blerim Saqipi; Janez Vogrinc
International Journal of Management in Education (IJMIE), Vol. 12, No. 2, 2018
Abstract: This small-scale qualitative study explores the elements that influence effective teacher professional development in Kosovo by examining the perceptions of a selected group of teachers in relation to their experiences of professional development. The study applied a qualitative, multiple case study approach, drawing on the experiences of four teachers who have participated in professional development activities and who have been part of the professional development process that has supported curriculum implementation reform in Kosovo. Findings from the study focus on delivery and quality of training; implementation of the new learning and skills; and institutional support at school level and beyond. The study concludes that there is an on-going need for high-quality professional development; that an understanding of effective adult learning is essential to influence professional growth; and that TPD will be effective only if it is supported by the context in which it is delivered.
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