Education Commons^™

Teacher Development Multi-Year Studies: Conceptual Framework, Hilary Hollingsworth, Elizabeth Cassity, Debbie Wong, Jacqueline Cheng

Teacher education

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.