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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