The TPL study examines the policy environments that support the professional growth of teachers by exploring common strengths, challenges and innovations in participating countries. It is designed to provide policy makers with rapid feedback, improve the evidence base and facilitate international peer learning. To this end, the TPL study examines research, policies and practices related to initial teacher preparation (initial teacher education and the first years in teaching) and continuing professional learning in its various forms.
Countries joining the TPL study can choose to participate in one or both of two strands:
The TPL study's methodology is based on a SWOT policy diagnosis designed to provide policy makers with rapid feedback and opportunities for international peer learning.
Participation involves the completion of a focused Country Background Report and a diagnostic visit involving interviews with a wide rand of stakeholders and visits to schools and institutions. At the end of the visit, initial findings are presented at a workshop and published in a short diagnostic report.
The TPL study builds on and expands the scope of the OECD Initial Teacher Preparation (ITP) Study (2016 - 18), whose outcomes are presented on the interactive Teacher Ready! platform.
The second project meeting of the Teachers’ Professional Learning Study was held virtually on 23 June 2020 back-to-back with the annual meeting of the Group of National Experts on School Resources on 22 June 2020.
The launch meeting of the OECD Teachers’ Professional Learning (TPL) Study was held on 27-28 June 2019 in Paris.
Did you know?
G7 ministers in Sèvres (4 July 2019) jointly affirmed their goal to
“promote access to individual and collective professional development, as part of a progressive and coherent continuum”
Meet the team
Deborah Nusche, project lead Luka Boeskens, analyst Andreea Minea-Pic, analyst Makito Yurita, analyst