Teacher Preparation and Professional Development According to the Experiences of Some Countries

Abstract

The process of preparing and developing teachers is considered one of the most important issues that has preoccupied—and continues to preoccupy—all those involved in and concerned with the educational process. This is particularly due to the significance and status of teachers in effectively fulfilling their mission amidst the rapid and ongoing changes occurring in society. Teachers are among the most significant factors contributing to the achievement of educational goals. This research aims to examine the reality of teacher preparation and development in Libya, drawing on the experiences of several countries (Finland, Singapore, and Malaysia), to identify the competencies required for preparing teachers for the basic education stage in Libya. Additionally, it seeks to present suggestions that could be applied in the Libyan context. The researcher adopted a descriptive-analytical method, which involves a theoretical and desk-based study focused on describing and clarifying the phenomenon. Data were collected from books, previous studies, and journals related to teacher preparation and professional development. Based on this data, the researcher proposed several recommendations that Libya could benefit from in the preparation of teachers.