Strand II of the TPL study explore policies that support teacher's Continuing Professional Learning (CPL), focusing on five analytical dimensions:
1. Motivation: What motivates teachers to engage in CPL?
2. Access: How do teachers access CPL?
3. Provision: How and by whom is CPL provided?
4. Content: How are CPL contents selected to match needs?
5. Quality: How is the quality of CPL ensured?
To learn more about the study's methodology and the conceptual framework of Strand II, read the Design and Implementation Plan or consult the OECD Working Paper "Policies to support teachers' continuing professional learning", which presents the framework for Strand II, systematically maps available OECD indicators to this framework and identifies information gaps and areas for future comparative work.
To prepare their TPL diagnoses, participating systems prepare a Country Background Report (CBR) on the context, goals, policies and key challenges of their teachers’ professional learning systems. The CBR provides a valuable opportunity for comparative inquiry, stakeholder engagement and peer learning, building on a common framework developed by the OECD with input from participating countries. It provides essential background information for the OECD team prior to their visit.
You can find further information on the preparation of Country Background Reports on CPL in our CBR Guidelines.
Wales and the Flemish Community of Belgium are the first school systems to participate with a TPL country diagnosis on teachers’ continuing professional learning. Further countries interested in joining the study are invited to contact Deborah Nusche for further information.