Ken Jones is Professor Emeritus at University of Wales Trinity Saint David, UK and a freelance academic.Giorgio Ostinelli is Professor at UniTreEdu of Milan, Italy. Alberto Crescentini is Lecturer of Educational Sciences at the University of Applied Sciences and Arts of Southern Switzerland.

• List of figures. List of tables. List of contributors. 01. Introduction. 02. A Framework for Analysing Teacher Professional Learning and Development. 03. Using the Framework to provide a comparative overview of Teacher Professional Learning and Development in 14 European Countries. 04. Teacher professionalism in Estonia: the lost paradise of lifelong learning?. 05. Teacher Professional Learning: Policy Development to Policy Enactment. 06. Teacher Professional Development in Romania: Framing Learning, Responsibility and Change Through Crisis. 07. Teachers’ professional learning in Finland: Providers of education in key role. 08. Career-long professional learning in Scotland: Mobilizing the profession. 09. Co-constructing a new Approach to Professional Learning in Wales: Implementing a National Vision. 10. Teachers’ learning and development in England: complexity and challenges. 11. Learning Leaders: Teacher Learning in Northern Ireland. 12. Teachers’ professional development: The potential of teacher collaboration in Flemish (Belgian) schools. 13. Professional Learning and Development in Denmark: From Formal Competence Development and Professional Learning Communities to an Emergence Approach. 14. Initial Education Overestimated – Continuing Education Neglected: Status and Perspectives of Continuing Professional Development of Teachers in Germany. 15. Teacher Education policies in Italy: In search of professional learning indicators. 16. Teachers’ Continuing professional Development in France. A Systemic Transformation in Progress. 17. Professional development and in-service teacher education in the Portuguese system: views from outside and inside. 18. Practitioner Enquiry: exploring method for understanding teacher learning. 19. Conclusion: A reflection on the different routes towards innovation in teacher professional learning. Index

Ken Jones is Professor Emeritus at University of Wales Trinity Saint David, UK and a freelance academic.Giorgio Ostinelli is Professor at UniTreEdu of Milan, Italy. Alberto Crescentini is Lecturer of Educational Sciences at the University of Applied Sciences and Arts of Southern Switzerland.

• List of figures. List of tables. List of contributors. 01. Introduction. 02. A Framework for Analysing Teacher Professional Learning and Development. 03. Using the Framework to provide a comparative overview of Teacher Professional Learning and Development in 14 European Countries. 04. Teacher professionalism in Estonia: the lost paradise of lifelong learning?. 05. Teacher Professional Learning: Policy Development to Policy Enactment. 06. Teacher Professional Development in Romania: Framing Learning, Responsibility and Change Through Crisis. 07. Teachers’ professional learning in Finland: Providers of education in key role. 08. Career-long professional learning in Scotland: Mobilizing the profession. 09. Co-constructing a new Approach to Professional Learning in Wales: Implementing a National Vision. 10. Teachers’ learning and development in England: complexity and challenges. 11. Learning Leaders: Teacher Learning in Northern Ireland. 12. Teachers’ professional development: The potential of teacher collaboration in Flemish (Belgian) schools. 13. Professional Learning and Development in Denmark: From Formal Competence Development and Professional Learning Communities to an Emergence Approach. 14. Initial Education Overestimated – Continuing Education Neglected: Status and Perspectives of Continuing Professional Development of Teachers in Germany. 15. Teacher Education policies in Italy: In search of professional learning indicators. 16. Teachers’ Continuing professional Development in France. A Systemic Transformation in Progress. 17. Professional development and in-service teacher education in the Portuguese system: views from outside and inside. 18. Practitioner Enquiry: exploring method for understanding teacher learning. 19. Conclusion: A reflection on the different routes towards innovation in teacher professional learning. Index

Ken Jones is Professor Emeritus at University of Wales Trinity Saint David, UK and a freelance academic.Giorgio Ostinelli is Professor at UniTreEdu of Milan, Italy. Alberto Crescentini is Lecturer of Educational Sciences at the University of Applied Sciences and Arts of Southern Switzerland.

• List of figures. List of tables. List of contributors. 01. Introduction. 02. A Framework for Analysing Teacher Professional Learning and Development. 03. Using the Framework to provide a comparative overview of Teacher Professional Learning and Development in 14 European Countries. 04. Teacher professionalism in Estonia: the lost paradise of lifelong learning?. 05. Teacher Professional Learning: Policy Development to Policy Enactment. 06. Teacher Professional Development in Romania: Framing Learning, Responsibility and Change Through Crisis. 07. Teachers’ professional learning in Finland: Providers of education in key role. 08. Career-long professional learning in Scotland: Mobilizing the profession. 09. Co-constructing a new Approach to Professional Learning in Wales: Implementing a National Vision. 10. Teachers’ learning and development in England: complexity and challenges. 11. Learning Leaders: Teacher Learning in Northern Ireland. 12. Teachers’ professional development: The potential of teacher collaboration in Flemish (Belgian) schools. 13. Professional Learning and Development in Denmark: From Formal Competence Development and Professional Learning Communities to an Emergence Approach. 14. Initial Education Overestimated – Continuing Education Neglected: Status and Perspectives of Continuing Professional Development of Teachers in Germany. 15. Teacher Education policies in Italy: In search of professional learning indicators. 16. Teachers’ Continuing professional Development in France. A Systemic Transformation in Progress. 17. Professional development and in-service teacher education in the Portuguese system: views from outside and inside. 18. Practitioner Enquiry: exploring method for understanding teacher learning. 19. Conclusion: A reflection on the different routes towards innovation in teacher professional learning. Index