The quality of student learning is at a critical point, significantly worsened by the pandemic. Before COVID-19, more than half (53%) of 10-year-olds could not read and understand a simple text. Today, that figure has risen to 70%. As a result, it is essential to analyze how education systems can respond more effectively to recover learning from the pandemic’s impact and continue to improve at an appropriate pace.
Teacher training and professional development are central to this recovery journey. Multiple studies agree that teacher training is one of the most impactful factors in student academic performance. However, many current training strategies follow an outdated pattern: quick courses, one-off workshops, and shallow training that fails to transform classroom practices as expected.
Recognizing that teacher development requires sustainable policies focused on what educators truly need, several governments and international organizations are exploring new approaches. One such initiative is GPE KIX (Global Partnership for Education – Knowledge and Innovation Exchange), driven by the Global Partnership for Education (GPE). It funds projects and supports evidence-based solutions, especially in lower-income countries. Through expert networks, communities of practice, and a variety of resources, GPE KIX aims to scale up proven proposals and strengthen education systems’ capacity.
GPE KIX has analyzed the outcomes of its programs and strategies to identify what works. Here, we summarize some of its conclusions.
The Challenge of Teacher Training in a Global Crisis Context
The challenges faced by the teaching profession—especially in vulnerable settings—have deep historical and structural roots that go far beyond the health emergency. From unequal resource distribution to the lack of a solid plan to support teachers’ professional growth, numerous hurdles have built up over time. In many regions, teachers receive only brief or generic training sessions that do not align with their classroom realities, making it especially difficult to cope in times of crisis like the pandemic.
COVID-19 magnified these gaps and exposed the structural fragility of education systems: teachers working in overcrowded classrooms, without updated textbooks or reliable internet access.
The issue goes beyond poor infrastructure or lack of technology. It also touches on the emotional and mental preparation teachers need. Teaching a classroom full of students with diverse needs requires not only advanced pedagogical techniques but also the emotional backing that comes from knowing they’re not alone. In times of global crisis, this sense of support can make the difference between a teacher who gives up and one who perseveres.
Many teachers report feeling isolated and lacking feedback when trying new strategies. Having a space for year-round dialogue and training support would make a significant difference in their daily practice. Yet this support is hard to come by without public policies focused on sustaining the process—or if local authorities lack the resources to implement it.
Teacher training must be seen as a continuous process that truly transforms teaching—and therefore learning.
Key Features of Effective Teacher Professional Development
Teacher training must be seen as a continuous process that truly transforms teaching—and therefore learning. One-off workshops and crash courses won’t suffice. GPE KIX–backed research highlights the need for broader initiatives where teachers have time to reflect, experiment, and refine their practice. Here are some key strategies that can drive deep change:
- Focus on Content and Pedagogy
Teachers must not only master their subject matter but also have pedagogical tools to turn knowledge into meaningful, context-appropriate learning experiences. A strong training program, for example, presents real cases and tools suited to students’ age and level. The same topic (e.g., a math concept) must be taught differently in primary versus secondary school. Quality training shows how to adapt strategies based on age, sociocultural context, and available resources. - Active Learning Strategies
Professional development must go beyond lectures and theory-based workshops. These have introductory value, but real teacher learning happens when they actively engage—reflecting on their practices and observing concrete teaching models. This can include videos, classroom visits, recreating real scenarios, or analyzing class recordings. Sharing concerns and proposing improvements fosters innovation and informed decision-making. - Peer Collaboration
Sharing ideas, materials, and experiences enriches every teacher’s perspective. No one teaches the same way, and each approach can offer solutions to shared challenges. Collaboration builds support networks that maintain motivation and cultivate a sense of community—essential for sustaining innovation and long-term growth. This can be done through communities of practice, where teachers meet virtually or in person to discuss challenges and share resources. - Expert Support
The presence of mentors or pedagogical advisors provides teachers with guidance, especially when implementing new methods. Continuous mentoring keeps improvement goals in focus and sustains motivation during challenges. This can include pedagogical coaching, classroom observations, detailed feedback, and guidance tailored to the teacher’s context. Support should be regular and adjusted to the realities of each school—not a one-off event. - Ongoing Training
Transforming pedagogical practices is not a quick fix. It requires a cycle of experimentation, analysis, and adjustment over time. The best professional development programs follow a cycle: training, classroom application, reflection on results, and reinforcement. This continuity allows teachers to adapt and consolidate progress.
Scaling Innovations and Influencing Public Policy
How can these teacher training models be expanded and embedded in under-resourced education systems? GPE KIX emphasizes close collaboration with governments, school leaders, and organizations—guided by a strategy tailored to each context.
- Partnerships with Governments and Ministries
Government and ministry support is key to sustainability and scale. Projects backed by education authorities have better chances of long-term funding and reach. A common approach is to start with pilot programs in select regions, gather impact data, and present findings to policymakers to push for wider implementation. State involvement helps integrate teacher training into national curricula or ongoing development programs, reducing reliance on isolated efforts or short-term budgets. - School Leaders as Change Agents
School directors and supervisors can play a pivotal role in shaping institutional pedagogy, motivating teachers to grow and reflect. While school leadership is often seen as administrative, involving them as pedagogical allies allows improvements to impact teaching more directly. Active, cooperative leadership fosters dialogue and teamwork, creating a culture where new methods are embraced and supported. - Technology Integration
Technology can significantly support continuous teacher development, especially in rural or hard-to-reach areas. Online platforms, apps, and video conferencing expand training opportunities at lower cost. However, their effectiveness depends on available infrastructure, internet stability, and digital literacy. A blended strategy—mixing in-person and virtual modes—is often the most effective. In-person sessions build trust and allow for direct exchange, while virtual platforms ensure continuity and flexibility.
Putting the Focus on Teachers
The pandemic exposed the fragility of our education systems but also highlighted the commitment of those on the front lines. Research from GPE KIX and other organizations shows that when all levels of the system—from governments to local communities—work together, we can build teacher training environments that transform lives.
It’s not just about allocating more resources, but about sustaining teachers’ enthusiasm and commitment with long-term policies and tools that empower them to innovate.
In the end, education is made up of people who teach and people who learn. When we focus on those building that connection and give them the support they need, we plant the seeds of a more just and equitable future.
