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, accounts of purposes and practices, case studies and analyses of best practice from a range of highly regarded writers in the field. It is an indispensable source book for policy makers and teachers at all levels of the education systems.