Teachers' access to ongoing professional development opportunities has a direct bearing on student learning outcomes, which in turn are a direct result of the quality of teachers and the teacher education system. Bringing about a significant qualitative shift in the efficiency of the teacher education system is an enormous and difficult endeavor in and of itself. The innovations and shifts of the past two decades call for a new perspective on educator preparation. "Teachers are created, not born," an alternative to the common belief that "teachers are born, not made," is the foundation around which professional development for educators is built. As education is both an art and a science, educators need to learn both content and "tricks of the trade" to be successful in the classroom. Getting forward in one's career might provide doors to more specialized forms of formalized education. Reviewing established procedures also aids in making the workplace more efficient and productive. The purpose of this study is to investigate this question of whether or not teachers at higher education institutions require professional development.
Key words: Education, Skills, Knowledge, Practices, Learning.
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