Abstract
This qualitative study examined the impact of classroom‐level teacher professional development (CTPD) and curriculum transmission on teacher professional development and satisfaction. Based on work with English‐as‐a‐foreign‐language college teachers and students, data analysis showed that CTPD significantly improved student–teacher subject, pedagogical and curricular skills and professional satisfaction. Data analysis, however, indicated that teacher curriculum transmission resulted in neither teacher professional development nor satisfaction. The study provided recommendations for teacher, curriculum and school development.
Full Text 
Sign-in/Register to access full text options
Sign-in/Register to access full text options 
Paper version not known
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
