Peer Reviewed Journal via three different mandatory reviewing processes, since 2006, and, from September 2020, a fourth mandatory peer-editing has been added.
The article focuses on description of different approaches of European countries to the Continuing Professional Development of teachers that leads to certain recommendations on that matter.
The main division assumes the presence of centralised and decentralised systems for such development. However, it is neither clear nor easy to define, which system is used in the particular country. That is why the article covers more categories, even if some of them may overlap in certain conditions.
Having defined the system, the emphasis is put on its correlation with whether Continuing Professional Development is compulsory and to what extent or not.
That leads to the following point that concentrates on considering time during which trainings are conducted and the replacement needed.
The article describes also institutions that provide Continuing Professional Development. Among them, there is the Foundation for Development of the Education System1, which is presented more precisely.
Having established all the data from these parts of the article, it was possible to make recommendations that should contribute to improvement of Continuing Professional Development programmes.
