Teacher Professional Development in Crisis Contexts - sharing good practice, lessons learned and opportunities for change

INEE’s Teachers in Crisis Contexts (TiCC) Collaborative, in partnership with the LEGO Foundation, Education International, Oxfam, UNESCO, and the International Task Force on Teachers for Education 2030, have come together to support a Call to Action to transform sector-wide support to teachers in crisis contexts.

Part of this work is to share examples of promising approaches and persistent challenges across policy, practice, and research related to four thematic areas: teacher well-being, teacher management, teacher professional development, and school leadership and governance. 

This webinar was the second in a series to contribute to a growing evidence base on how to improve the ways that we support teachers through prioritizing their professional development. Teacher professional development is key to providing quality, equitable education and improving the classroom climate for all students so children and youth are better able to learn. As our colleague Mading, a South Sudanese teacher explained, “Support to a teacher is the most important factor in all things that you can do… if you train a teacher, then you have trained the world because teachers are builders of society.”

In this webinar, teachers and Education in Emergencies actors working in the Democratic Republic of Congo, Cox’s Bazar, Bangladesh, Gaza and Colombia shared their reflections on the challenges and opportunities of supporting teacher professional development  in crisis contexts. Through a moderated discussion, these actors came together to share good practice, lessons learned, and opportunities for change to better support the professional development of teachers doing extraordinary work amidst extraordinarily challenging settings. 

Webinar Recording

To read more about the teacher professional development case studies the presenters discussed click here.