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The continuing professional development (CPD) of teachers has, since the 1980s, become animportant subject in teacher education reform in the world (Ding, 2001). Increasingly, it is being realizedthat teaching is a specialized work and that teachers as developing professionals should reach theirmaturity both in the context and level of their profession through lifelong learning and exploring.
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Jusoff et al. (2011) studied this question.
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