Exploring a New CPD Model for Promoting Chinese Teachers’ Success: A Review Paper
DOI:
https://doi.org/10.54097/qx731z96Keywords:
CPD, Teacher Professional Development, Teaching ProfessionalAbstract
People's ideas are constantly evolving with changes in society and the times. This attracted more attention to the issue of continuous professional development for Chinese teachers. The traditional approach to professional development only addresses issues relevant to the current situation and may not be sufficient to support teachers' growth in more complex and challenging contexts. This paper examines the environment and context of teacher professional development, focusing on both domestic and international educational theories and practices. It proposes a systematic solution that is aligned with the current state of teacher professional development in China.
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