Bài báo khoa học

Teacher professional development (TPD) has drawn the attention of many scholars in the field and had close connection to many schools’ efforts in improving teaching and learning quality. This article aims at exploring approaches that can be adapted for developing teachers’ knowledge and skills. To achieve this goal, author reviewing and analyzing research literature and results related to TPD around the world. The results demonstrate some TPD approaches and models towards TPD. These findings highlight some recommendation for enhancing teachers’ quality in Vietnam education system