Authors:

Sonal Chabra, Indrajeet Dutta

Abstract:

Across the globe, the quality and effectiveness of teachers have been found to be paramount for providing quality education and desirable learning outcomes. The researchers in this paper seek to explore the policies and practices of Continuous Professional Development (CPD) for school teachers across a range of different educational contexts (in different countries) through a comparative policy analysis process. In this paper, national frameworks, mechanisms, and innovations are explored in countries (one in each continent) known for their quality teacher learning such as Finland, Singapore, the United States, Australia, Chile, Seychelles, and India. The analysis utilises documentary evidence from UNESCO, OECD (OECD, 2016), International Task Force on Teachers for Education 2030, (UNESCO, 2019); UNESCO Institute for Lifelong Learning (UNESCO, 2020)and national sources to provide insight into the overlapping and distinctive approaches to teacher leaning across the contexts. The results indicate that whilst the contexts vary, a global, shared commitment towards promoting teachers as 'lifelong learners' through planned, reflective and technology-enabled professional learning systems is apparently similar. The research highlighted trends associated with globalisation, including, integration of digital technology, professional learning communities, mentoring and standards based on teachers' competencies. The researchers concluded by indicating that an effective CPD system requires cohesion between policy, autonomy and context, reinforcing that teacher empowerment and ongoing learning opportunities for teachers are global imperatives that reach beyond national borders and educational contexts.

Keywords:

Professional Development, Continuous Professional Development, School Education, Teachers

Vol & Issue:

VOL.17, ISSUE No.4, December 2025