This Handbook brings together theoretical and empirical research on purposes, policies and practices of teachers' continuing professional development (CPD) over the last twenty years. It provides a unique collection of regional writing from key professionals in different regions of the world, featuring:. A review of current CPD literature. Discussion of the politics, policies and purposes of CPD. Case studies from Europe, USA, Australia, Asia, Africa and South America. A synthesis of research and future research possibilities. The book comprises a fascinating mix of conceptual framing, account |