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AbstractContinuous teacher professional development (TPD) ensures that teachers have the capacity to continually plan and implement quality teaching and learning that supports students in achieving their expected program/course learning outcomes. However, teachers' access to quality TPD is a challenge due to geographical limitations, gender, special needs, marginalized communities, and the government's policies, or lack of policies, regarding teachers. There are tensions between quality anddoi:10.1007/s12564-020-09654-w fatcat:bmyzmhuib5d4jfsbf6ifm56xca