View in EDS

Evidence for System Transformation Teachers in Conflict-Affected and Displacement Contexts. Part 2. Teacher Professional Development and Well-Being

Saved in:
Bibliographic Details
Title: Evidence for System Transformation Teachers in Conflict-Affected and Displacement Contexts. Part 2. Teacher Professional Development and Well-Being
Language: English
Authors: Katy Bullard, Ramya Vivekanandan, Contributor, Raphaelle Martinez, Contributor, Global Partnership for Education (GPE)
Source: Global Partnership for Education. 2025.
Availability: Global Partnership for Education. Available from: World Bank, MSN P6-600, 1818 H Street NW, Washington D.C., 20433. Tel: 202-458-0825; Fax: 202-522-3923; e-mail: information@globalpartnership.org; Web site: http://www.globalpartnership.org
Peer Reviewed: N
Page Count: 16
Publication Date: 2025
Document Type: Reports - Descriptive
Descriptors: Foreign Countries, Teaching (Occupation), Teacher Welfare, Dislocated Workers, Refugees, Faculty Development, Access to Education, Teacher Education, Educational Needs, Teacher Qualifications, Teaching Conditions, Conflict
Abstract: A strong, well-supported teacher workforce is critical for delivering education in conflict and displacement settings. Strong pre- and in-service teacher professional development and ongoing attention to teacher well-being are essential for such a teacher workforce. This brief reviews the evidence on teacher professional development and well-being in conflict-affected and displacement contexts, though some guidance may have implications for fragile settings more widely. A companion brief focuses on teacher planning, recruitment, deployment, and remuneration in conflict-affected and displacement settings. Notably, many of these factors, particularly remuneration, contribute to teacher well-being. This paper is part of a series on evidence for education system transformation.
Abstractor: As Provided
Entry Date: 2026
Accession Number: ED679631
Database: ERIC
Description
Abstract:A strong, well-supported teacher workforce is critical for delivering education in conflict and displacement settings. Strong pre- and in-service teacher professional development and ongoing attention to teacher well-being are essential for such a teacher workforce. This brief reviews the evidence on teacher professional development and well-being in conflict-affected and displacement contexts, though some guidance may have implications for fragile settings more widely. A companion brief focuses on teacher planning, recruitment, deployment, and remuneration in conflict-affected and displacement settings. Notably, many of these factors, particularly remuneration, contribute to teacher well-being. This paper is part of a series on evidence for education system transformation.