Teachers' Professional Development in the Emergency Contexts

Abstract

This book chapter explores the critical role of professional development in equipping teachers to navigate the challenges and barriers of emergency contexts. It focuses specifically on the resilience exhibited by teachers in teaching the Rohingya refugees in Bangladesh. The Rohingya refugee crisis, characterised by forced displacement and limited access to education, presents unique challenges and barriers for both teachers and students. Drawing upon secondary sources and theoretical frameworks, this chapter unpacks the various dimensions of teachers' professional development for both the Rohingya and the host community teachers in such adverse circumstances in refugee camps in Bangladesh. It highlights the adaptive strategies employed by the Cox's Bazar Education Sector and the teachers themselves to enhance their pedagogical skills, foster socio-emotional well-being, and address the diverse needs of the Rohingya learners. Furthermore, the chapter analyses the organisational support systems, policies, and interventions aimed at promoting teacher resilience and effectiveness in emergency settings.