Professional Development for Teachers

Intentionally, in the context of education, the term of career development is often called "teacher professional development" (TPD), because teachers are one of the most influential elements of capacity development. Education (Fullan, 2001), one of the main objectives, is to provide teachers with the most relevant technology available for practicing in the classroom every day (Al - Wreikat, 2010). With the rapid change in the era of globalization and technology, in his world today his or her rules are dynamic, but the effect in school and classroom is relatively small compared to other factors such as family and individual efforts Some thought, but this is a great place for the course progress and further development (Doorland, 1999, quoted by Azkiyah et al., 2010).

For global students, a global teacher is required. This means that teacher's global career development is very important. Global career development is often thought that teachers understand current world problems and connect with experts from other countries. This is certainly a valuable opportunity for teachers. However, it does not necessarily include a combination of powerful components (education, content, technology) that provides a comprehensive approach to learning in the 21st century. Together, these elements create effective global learning opportunities. There, the teacher can learn and practice the skill, attitude, and knowledge of the 21st century. Let's explore these issues deeper from the role of nurturing teachers that can respond globally.

We must develop new forms of cooperation to promote the vocational ability development of teachers. A promising possibility is to reorganize the teacher educational institution into an expert training school model in which practitioners and theorists participate in teacher education activities in a cooperative relationship. The other is an extensive collaboration between schools, universities, local industries and other science-rich centers. Many teachers will learn about their activities with the prejudice of teaching science. At least, their own scientific learning experience defines the teachings for them. A more skilled teacher has their own educational style and strategy, and their own learning and educational perspectives.