ABSTRACT
School systems across the world have been undergoing reforms in the past two decades. Several multi-country studies have reinforced the importance of the quality of teachers in the quest for improving student learning outcomes in the context of globalization, ‘flat-world’ knowledge economy, advanced interactive digital-networking infrastructure, prosumerism and cultural pluralism (see Anderson, 2010; Mourshed, Chijioke and Barber, 2010). In fact, no other measured aspect of schools is nearly as important than teachers in determining student achievement (Department for Education, 2010; Hanushek, 2011, p. 467; Vega, 2013), and the era of digitally enhanced education has arrived (California Council on Science and Technology, 2014). Unfortunately, a recent US study revealed that Generation Y teachers (those born between 1977 and 1995) did not have access to effective teacher development and evaluation systems and processes that can assist them to develop their practice including the provision of frequent feedback, regular sharing of their successes and setbacks with colleagues, and professional development (PD) targeted to their needs. Too often, teachers enter the profession with no formal induction or PD programs and are left to sink or swim (Coggshall, Behrstock-Sherratt, and Drill, 2011).
