Answer:Business Consultant. ...
Sales. ...
Research and Development. ..
Teacher. ...
Business Reporter.
The chapter first examines teachers’ participation in professional development and compares the intensity
of that participation in terms of number of days. The focus in this section is on more structured activities,
such as attendance at courses and workshops, conferences and seminars, etc. More informal activities, such
as engagement in informal discussions to improve teaching and reading professional literature, which are
not readily measurable in terms of numbers of days, are excluded from these measures (See Box 3.1). The
section then looks at the extent to which intensity of participation in professional development differs with the
characteristics of the teacher or the schools in which they work and so provides some insight into the distribution
of development opportunities. It does not seek to be exhaustive; it focuses on the characteristics that are most
often of interest to policy makers. This section thus sheds light on how the policy choices countries make in
terms of providing professional development opportunities are reflected in a comparison of participation rates
and intensity rates.
The volume (or intensity) of professional development can be influenced by the types of development activities
that teachers engage in. The chapter therefore goes on to profile all types of activities listed in Box 3.1, contrasting
formal and less formal development activities, and shows how teachers combine different forms of professional
development.
In the light of these participation patterns, the chapter then investigates how well teachers’ professional
development needs are being met. It compares the extent of unsatisfied demand within and between countries