This book supports the idea that the professional development of teachers is a lifelong process which begins with the initial preparation that teachers receive (whether at an institute of teacher education or actually on the job) and continues until retirement. Therefore, the book reviews models of teachers’ initial preparation, as well as models of in-service ‘training’ and other learning experiences that enhance teachers’ practices and professionalism throughout their lives. The book is organized in six chapters. The first is an overview of the process of teachers’ professional development, its definitions and significance. The second chapter presents information on the impact of teachers’ professional development on education systems and students’ learning, and reflects on the relation between teachers’ professional development and effective school and education-system reforms. The third chapter is devoted to reflecting on the teaching profession: when and how it begins, and how it develops throughout a person’s professional career. It discusses in some detail the process of pre-service education, and describes the traditional form of in-service education. This is followed by the fourth chapter which describes models of professional development in detail, and – whenever possible – illustrates each model with a description of experiences and initiatives that have used that particular model in a variety of countries and societies. The fifth chapter explores the factors that must be taken into account when designing and implementing models of professional development. Finally, the sixth chapter offers conclusions, policy implications and recommendations.
