Teachers' professional learning study: diagnostic report for Wales

This report is part of the OECD teachers' professional learning (TPL) study, which examines the policy environments that support teachers' professional growth by exploring common strengths and challenges in participating jurisdictions. TPL is defined in a broad sense including all formal and informal activities aimed at helping teachers to update, develop and broaden their skills, knowledge and expertise. In particular, the TPL study looks at how schools and school systems: shape teachers' motivation to engage in continuing professional learning (CPL); ensure that teachers have access to CPL; provide different CPL opportunities; select and develop CPL content; and ensure the quality of CPL. The TPL study aims to facilitate peer learning, enrich national debates through international exchange and support the development of effective teacher learning systems at both the system and school levels.

This targeted diagnostic study of Wales' system for teachers' CPL draws on findings from interviews with Welsh stakeholders and schools as well as document review. The study team identified strengths and weaknesses of the CPL system in Wales, as well as opportunities and threats going forward.

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