Search results for: Nabhani Mona

This article describes Lebanese teachers’ views on Continuing Professional Development (CPD). The teachers expressed their views on what constitutes effective CPD, why this is needed and how this influences their practice. Findings showed that CPD in Lebanon focuses on workshops as coordinators conjecture, but there is no follow‐up for application of what is learned. Findings also indicate a need to have more structured and systematic CPD for all teachers with a focus on action research and mentoring.