ABSTRACT
In this chapter, the authors use the results stemming from an inquiry they conducted for a comparison of teacher professional learning and development (PLD) systems in 14 European countries. The authors of the chapters of the present book – acting as a panel of experts of their own teacher PLD systems – answered to a 30-item questionnaire based on the nine indicators of the framework described in Chapter 2 (needs, validity, organic structure, sustainability, support, professional learning, frame, form, and effectiveness). The collected data proved useful for a general comparison of the various national approaches to teacher PLD. This resulted in the identification of four main groups of countries, each one showing its own characteristics towards innovation in PLD, named, respectively, “innovation oriented”, “in transition”, “moving”, and “inertial”.
