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