Discussion Series: Teacher Professional Development in Crisis | INEE - Inter-Agency Network for Education in Emergencies

Promoting access to quality, safe, and relevant education for all persons affected by crisis

Discussion Series: Teacher Professional Development in Crisis

3 February 2013

Photo Credit: Lilian Peters, Pakistan

Teacher Professional Development in Crisis: How Can We Give Teachers in Fragile Contexts the Learning They Want and Need? is an online special forum hosted by the Inter-Agency Network for Education in Emergencies (INEE). The forum brings together international experts, practitioners, and teachers to address what we see as the overall poor quality of professional development provided to so many teachers across the globe. The forum aims to build an online community and movement around research, ideas, and strategies so that teachers everywhere get the professional development that is truly high-quality -- not simply cheap or convenient.

Photo Credit: Lilian Peters, Pakistan

The forum, which will run as a series of online discussion between February and May 2013, includes guest contributions by internationally recognized specialists in professional development (see full list and calendar below) who discuss:

  • Problems and solutions in teacher professional development (TPD)
  • Best practices, case studies and models of effective professional development supported by research
  • Ways forward to bring high-quality professional development to teachers across the globe, with an emphasis on developing countries and low-income environments

The forum is organized and facilitated by:

  • Mary Burns, Senior Technology Specialist, Education Development Center, USA
  • James Lawrie, Education Advisor, War Child, Netherlands

All are welcome to participate in the
Teacher Professional Development in Crisis Forum*




Week 1
Mary Burns, Education Development Center (USA)
TPD in crisis
Week 2
James Lawrie, War Child (Netherlands)
Week 3 
Kate Shevland, Orewa College (New Zealand)
Modelling pedagogy
  John Morefield, Consultant (USA)
School leadership in Cambodia
Week 4
Dr. Saouma Boujaoude, American University of Beirut (Lebanon) CPD in Lebanon
Week 5
Dr. B. Phalachandra, Wawasan Open University (Malaysia) Educational broadcasting in India
  Dr. Heidi Biseth, Save the Children (Norway)
Quality education in emergencies
Week 6
Dr. Atul Gawande, Journalist and surgeon Brigham and Women’s Hospital (USA) The importance of coaching
Week 7
Carol Taylor, Institute of Education, University of London (UK) Assessing effectiveness of CPD
Week 8
Silje Sjøvaag Skeie, Norwegian Refugee Council (Norway) When there are no teachers…
  Deborah Haines, Consultant (UK)
Teacher training, classroom realities, sustainable solutions
Week 9
K. Victoria Dimock, SEDL (USA)
Implementing professional learning

Sara Hennessy and Bjoern Hassler, University of Cambridge (UK) Open Educational Resources in sub-Saharan Africa
Week 10
Hannah Snowden, UNESCO (South Sudan)

Teachers' experience of TPD in South Sudan

  Karen Edge, Institute of Education, University of London (UK)

If you want me to change my practice, convince me!

Week 11
Dr. Jenni Donohoo, Greater Essex County District School Board, Windsor, Ontario (Canada) Formal and informal leadership
Week 12
Catherine Gladwell, Refugee Support Network and Jigsaw Consult (UK) Participation and creativity
Week 13
Paul St. John Frisoli, Collaborative Learning Resources (USA) TPD in DR Congo
Week 14
Mary Burns Education Development Center (USA) & James Lawrie, War Child (Netherlands) From Crisis to Opportunity:  Improving Professional Development in Fragile Contexts


*Participation in the discussions requires login to the INEE website. If you are not already and INEE member, you can join for free. INEE is a global network of over 8,500 practitioners and policy makers promoting the right to quality education and safe learning environments in emergencies and post-crisis recovery. 



  • imtiazalam77

    5 February 2013, 11:42 pm EST

    It is a nice initiative that will encourage development workers across the globe to comment and learn from rest of the colleagues working in different regions of the world. To me, only qualified teachers can ensure quality education at classroom level. In case the teacher is skillful, can better attract the children to the schools and the dropout rate can be easily reduced irrespective of the other facilities at school. To me a teacher who takes teaching as profession should be the top priority in terms of investment from the government side in a country, who will in return prepare better future nation. 

    Imtiaz Alam
    Senior Manager, Partnership Development
    USAID Teacher Education Project, Islamabad

    • waridi30@gmail.com

      22 March 2013, 7:27 am EDT

      I agree, but unfortunately teachers are poorly renumerated hence they are not motivated to teaching. eventually the quality of education descreases.

  • shashi

    15 February 2013, 3:01 am EST

    I wish to conduct an online course or an open discussion.  Let me know about it.

    Dr. R. Shashi Kumar, Bangalore University, Bangalore.

  • SPawar

    27 March 2013, 2:36 am EDT

    In my experience, a strong alliance between teachers and their community, working with both parents and students and with support of local leaders helps to promote an increase in school enrollment. A shift in teaching methods, encouraging group work and active learning methodologies, including activities often seen only as extra-curricular, such as singing and sports, could also increase the girls’ own interest in school, also increasing their participation and parental interest.

  • Jack Bantu R

    3 April 2013, 3:29 am EDT

    It will be a pleasure for me to take part in the discussion as an education practitioner in a war torn country, Eastern DR Congo

    Jack BANTU R.
    SOS EDUCATION DR Congo NGO founder and Chairman

  • Seme Nelson

    23 April 2013, 4:29 am EDT

    This has been a very fruitful forum. The blog and the discussion series gave me a different insights on crisis and teacher professional development having experienced what it takes and means to a teacher crisis in South Sudan during and after the war.
    Discussions on Teachers professional Developments is important since education even in acute crisis still keeps going, and how teachers manage to sacrifice and work in such circumstances is daunting.similarly the pedagogy, reference materials and even the crisis social environment needs a critical and special response. I also believe that if these discussions could reach the crisis affected education stakeholders, it can be more concrete.
    I look forward to following this discussion.

    Seme Nelson, Oslo-Norway