Planning Teachers' Professional Development

There is a growing trend to put the national and institutional priorities over the personal teachers' preferences when planning the professional development activities. The question arises: how to find the balance between individual and organizational learning needs and align those with policy priorities? The study aims to pilot the questionnaire, and the interview questions based on the questionnaire results, to refine the interview focus and select a relevant sample for the broader research on university teachers' professional development. The data collection tools were selected based on the contextual nature of the aspect of professional development. A small-scale survey based on TALIS questionnaire was modified to address the needs of the study. The questionnaire was used as a basis for developing and refining interview questions. It was also used to mediate the interview questions. The conclusions are organized under the three major categories: costs of teachers' professional development, leadership, and distribution of roles, collaboration, and networking.