Professional Development Effective From a Teacher Performance Perspective (Study of Literature in Various Countries)

Abstract

The purpose of this research is to examine and explain the description related to professional development in teacher performance. The study adopts a literature review approach and utilizes data collection methods in the form of journals and scientific articles that encompass the concept of teacher professional development. The analysis used in this research involves reviewing the latest research findings and sequentially filtering relevant research materials. The study reveals that teacher professional development programs implemented in various countries have been proven effective in enhancing the quality of teacher performance. These findings emphasize the importance of continuous professional growth and indicate that these programs play a role in shaping and refining educators' competencies. By engaging in targeted professional development initiatives, teachers can acquire new knowledge, pedagogical techniques, and innovative strategies, enabling them to deliver more effective instruction and promote optimal student learning outcomes. The research also recognizes the significance of sharing experiences and insights among educators, fostering a supportive professional community. An important contribution of this research lies in the identification and provision of a reference program that can serve as a valuable resource for educators and facilitate the advancement of the teaching profession. In conclusion, this literature study provides valuable insights into professional development programs aimed at improving teacher performance. Through the examination and analysis of various literature sources, it has been demonstrated that these programs effectively contribute to enhancing the quality of teachers.