“…Teacher education research from Scotland (Fenwick & Weir, 2010;Grieve & McGinley, 2010), Canada (Gibson & Brooks, 2012), China (Tang & Choi, 2009), Taiwan (Hung & Yeh, 2013), and Australia, Sweden, Finland, and Norway (Hardy, R€ onnerman, Moksnes Furu, Salo, & Forsman, 2010) attests to the internationalization of teacher PD and its relevancy within the broader discourse on teacher education. Conducting localized studies is, therefore, essential for the expansion of knowledge on the idiosyncratic ways in which teacher PD policy and practice mirrors the milieu in which it operates and how it may influence teacher learning, praxis, satisfaction, retention, and effectiveness.…”