Devi G. Narmada, P.K. Manju, Jose Josly, P. Rajasekaran, P. Kapilas, V. Prawnya, P.S. Sreedevi, Chang Chun-Yen
This comparative study analyzes the professional development training programs of STEM teachers of India and Taiwan. Both Indian and Taiwan teachers in focus group discussions conducted with 112 subjects inform that a professional development program which is consistent with national policy is found in both countries, but it is not at par with the level of accessibility and quality that one would expect. Taiwanese teachers were reported to have better access to resources and technological support, while Indian teachers had problems due to the rural urban divide and the inequalities that exist between government and private schools. It demonstrates that there is a need to formulate professional development programs that address the problems confronting teachers in both countries. © 2026 by the authors; licensee Modestum.
Department of Education, Gandhigram Rural Institute, Dindigul, India; Graduate Institute of Science Education, National Taiwan Normal University, 88 Section 4, Ting-Jou Rd., Taipei, 116, Taiwan; Department of Biology, Universitas Negeri Malang, Jl. Cakrawala No.5, Sumbersari, Kec. Lowokwaru, Malang, 65145, Indonesia; Graduate School of Education, Chung Yuan Christian University, Taoyuan, Taiwan
