<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ieva Ušča</style></author><author><style face="normal" font="default" size="100%">Sandra Zariņa</style></author><author><style face="normal" font="default" size="100%">Svetlana Ignatjeva</style></author><author><style face="normal" font="default" size="100%">Anita Pipere</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TEACHER PROFESSIONAL DEVELOPMENT EXPERIENCES AND NEEDS IN LATVIA: DEVELOPMENT AND APPLICATION OF THE TPD/EN QUESTIONNAIRE</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">exploratory factor analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">perceived importance</style></keyword><keyword><style  face="normal" font="default" size="100%">professional development features</style></keyword><keyword><style  face="normal" font="default" size="100%">questionnaire development</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher professional development</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August / 2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2026/457-1789648034.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">84</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Teachers participate in professional development (PD) at high rates. Research suggests that PD effectiveness depends less on delivery format and more on the specific features that support changes in teaching practice. Less is known about teachers’ experiences of these features and how they align with beliefs about teacher learning. This research developed and preliminarily evaluated the Teacher Professional Development Experiences and Needs (TPD/EN) questionnaire and examined how participating Latvian teachers experienced and evaluated features of PD.
A sequential two-stage exploratory survey design was used. First, a literature-based 29-indicator questionnaire on features associated with effective PD was developed and examined through exploratory factor analysis and reliability analysis using data from 107 Latvian general education teachers. Second, experienced and perceived-importance ratings were analysed to examine alignment between teachers’ PD experiences and beliefs about teacher learning, using a subsample of 62 teachers who completed both rating scales.
The analysis revealed a 5-factor structure: Active, Collaborative, and Applied Learning; Embedded and Deliberate Practice; School-Level Learning; Goals and Motivation; and Coherent PD Programme Design. Results indicated a gap between frequently experienced content-oriented features and less common implementation-oriented features, including repeated classroom implementation, data use, and sustained practice. Experienced and perceived-importance ratings were positively related but did not fully align, suggesting that the presence of PD features does not necessarily correspond to their perceived importance. The findings provide preliminary evidence regarding the internal structure and reliability of the TPD/EN questionnaire and offer a teacher-centred perspective on features associated with effective PD.
</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">676-698</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Dzintra Iliško</style></author><author><style face="normal" font="default" size="100%">Svetlana Ignatjeva</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TOWARDS A MULTICULTURALLY COMPETENT TEACHER IN BUILDING A SUSTAINABLE COMMUNITY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">cultural and religious diversity</style></keyword><keyword><style  face="normal" font="default" size="100%">multicultural competence</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392234868.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">7</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The primary goal of this study is to focus on teachers’ perception of their own multicultural competence. This study examines the perception of teachers of themselves in their competency of multicultural knowledge, awareness and practice. The study reflects teachers’ level of multicultural competence as a desired ideal and its correlation with the existing level of teachers’ competency. The study puts forward a research question: To what extent do teachers’ perceive themselves to be multiculturally competent. Do teachers perceive multicultural competence as significant in fostering the ideals of a sustainable society? For this purpose the survey was designed to measure the characteristics of a multiculturally competent teacher by using 5 points scale. This article sets forth a variety of questions to re-direct process of revision and refinement of multicultural training in Latvia. Learning sensitivity towards other groups requires time and energy. This takes time to learn to observe, empathize, and appreciate other people’s ways of doing things in order to become culturally competent. Multicultural people have a broader, richer and more accurate worldview. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">39-47</style></section></record></records></xml>