Teachers learning: understanding continuous professional development in Panama

Abstract

Many references to coaching, feedback and reflection, collaboration, and monitoring can be found as an essential component of effective teacher continuing professional development (CPD) in various contexts (Desimone 2009, Avalos 2011, Orr et al. 2012, Psychoyos 2012, Kourany 2017, Darling-Hammond et al. 2017, De León 2017); however, the results of surveys, interviews, and documentary research conducted in 2020 and 2021 suggest that these characteristics seldom appear to be part of the existing CPD in Panama. We analysed interview transcripts using inductive and deductive manual coding methods. The study highlights Panamanian teachers’ desire for innovative CPD focused on pedagogical approaches and subject-specific techniques tailored to regional educational needs and with a school-driven planning approach. Teachers reported barriers to CPD access, including travel difficulties and technology limitations, while expressing interest in international exchanges and financial support for advanced education. They sought engaging training sessions that encourage active learning, provide opportunities for reflection, and demonstrate best practices, emphasising the need for instructors with expertise relevant to the Panamanian context. The results of this study informed public policy recommendations that included the development of an independent apolitical institute that would provide oversight of teacher CPD and well-being in consultation with the Ministry of Education.