Looking at how effective and efficient is the induction, but also the continuous professional development and growth of teachers in high mobility international schools if both are delivered via bespoke blended courses.
Professional development is usually core in any career and in all professionals. It helps professionals to build their skills, sharpen their wits, refresh, get motivated, re_energized, restrategize on how to do best what they know or may not know. It does not matter the settings. Organization behavior always has characteristics which over and above just makes workers tick. The only difference may be the fast pace of delivery, efficiency and high target with demand driven environment. The same happen in other settings. It's the degree that differs.
All carders in the work environment need professional development. Change the content to suit the target group as long as you uphold level of motivation high and appropriate skill learnt or gained to achieve overall orgazation goal and vision, you have got it right.
I do not think that designing blended orientation & professional development courses will suffice to get the teachers out of the box & to start witnessing a qualitative change. What is more needed is a move from the ivory towers to the realm of practice.
When I was engaged in a study program that led to a postgraduate diploma in education many years ago, I asked my teachers a question which was not answered. I told them that they kept talking about transforming lessons at schools to the highest degree of perfection so will they please demonstrate that in real classrooms? The new teachers need an example to follow but not a fatherly person who just guides by spoken or written words.
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