The design and impact of professional development activities in a diverse international education reform context

Abstract

With its aggressive education reform, multinational teaching workforce, and increasing implementation of Western-based approaches, Abu Dhabi provides a rich site for learning more about international policy-borrowing in educational improvement initiatives. This article uses survey and interview data from n = 35 Abu Dhabi public school teachers who participated in a combined total of 297 professional development activities over an academic year. The study examined the design and impact of the professional development activities and the relationships between design and impact in the Abu Dhabi context. The study offers implications for international professional development practice and insights into international policy-borrowing in education.