Evaluating teacher professional learning in the Arab region; the experience of the TAMAM project

H i g h l i g h t s

Teachers showed varying growth in knowledge, skills and attitudes.

Professional learning of knowledge, skills and attitudes did not develop linearly.

Professional learning is influenced by the socio-cultural conditions of its context.

Compartmentalized and linear evaluation does not capture complexity of learning.

Ongoing monitoring and evaluation responds to teachers’ conditions and needs.

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